Child Care Aware® has a website with updated tools and information about preparing and handling crisis and diisaster. Their resources inlcude tools to support children and families as they cope with any tragedy as well asl resources to help restore disrupted child care services. Got to the website pages on this topic to access this excellent information. The attached document was prepared by Linda Harwenko at the U.S. Department of Defense, as a handout for an ECELS audio conference. It clearly details how early education and before and after school child care programs should prepare emergency action plans for their center - including helpful forms to use for emergency planning and managing events during an emergency. It describes team building, identification of temporary site locations, budget, supplies, evacuation considerations, and parent communication. Reviewed and reaffirmed 6/2018.

 

  • When Parents Won’t Immunize 
  • Halloween Safety 
  • BMI 
  • Kidney Bean Toxicity 
  • Infant Care Issues 
  • Safety Around Dogs 
  • Talking About Violence and War 
  • Indoor Surfacing  
  • Promoting Social-Emotional Health 
  • Developmental Screening 
  • Playground Safety: Professional Development and CPSI Inspections 
  • Protective Play Surfacing Regulation 
  • Child Care Health Advocates Share Great Ideas 
  • Use Car Seats Only for Vehicular Travel 
  • Peanut Allergy and Cleaning 
  • Food Allergy Action Plan and Form 
  • Medication Administration: PA Child Care Facility Survey
  • Bottles, Pacifiers and Sippy Cups Cause Many Injuries 
  • 2012-2013 Flu Vaccine Recommendations 
  • Violence: How to reduce its impact on children 
  • Let’s Move! Child Care Activity Calendar 
  • Asthma Devices 
  • Insect Bites and Stings in the Fall 
  • Special Care Plans—Braedon’s Story 
  • ADHD Treatment for Preschoolers 
  • Emergency Preparedness Manual

This module has seven activities described in Items A. through G. below. Items A, B, C, and G must be done individually by each staff member who is seeking professional development credit from ECELS. Items D, E and F may be done by program staff working together.

  • Item A. Read about fire safety measures.
  • Item B. Complete a Fire Safety/Emergency Hazard Checklist (B1) and use it to develop an Action Plan (B2) to make needed improvements.
  • Item C. Report the results of your use of the National Fire Protection Association's Learn Not to Burn Curriculum to teach fire safety skills to children in your care
  • Item D. Use Section 13 and Appendixes EE through GG of Model Child Care Health Policies to write your own policy for handling emergencies and disasters. This publication includes fill-in-the-blank evacuation polices as well as associated forms. It is free online. Hard copy printed versions of this book are available for purchase online from the AAP bookstore or by calling 866-843-2271.
  • Item E. Prepare a diagram that shows two evacuation routes to a safe area from every occupied area of the facility.
  • Item F. Work with a local fire safety professional during an on-site training visit to have the fire safety professional review your evacuation plan, your policy and other aspects of fire safety in your facility according to the PA DPW regulatory requirement 3270.31 (e)(4) (ii).
  • Item G. Complete the Self-Assessment.

Download the instructions you need to do the work. ECELS will grant training credit once per person for successfully completing this module. Completion of Items A, B, C, D, E and G do not count toward the annual Pennsylvania child care regulatory requirement of in-person training by a fire safety professional. Only Item F, the in-person fire safety training component, meets the PA DPW regulatory requirement in 3270.31(e)(4)(ii). Reminder: Staff members must have in-person fire safety training by a paid or volunteer fire safety professional each year.

PA child care practitioners may submit completed work for review for credit by scanning the pages and attaching them to an e-mail to This email address is being protected from spambots. You need JavaScript enabled to view it., sending them by fax to 484-446-3255 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. To have ECELS review your work for state-authorized training credit, select the button that says "Click Here to Order SLM Reviews." Follow the instructions and pay for the review of your work. (ECERS-ITERS: Personal Care Routines. K7-C3-82.) Updated 11/5/2013.

 

 1. Apply cold with cloth between an ice or cold pack and the source of cold and the injury for up to 30 minutes at a time, then remove briefly to allow better circulation to the area before applying cold again.

2. Put pressure on a bruised or swollen area with a stretchy roll of bandage. Make it only tight enough to press on the swollen area, but not cut off blood flow to the injured area. Check the color of tissue below the site of injury to be sure it remains pink, and not pale or blue.

3. Elevate the injured part except when the injured part should not be moved because you suspect a broken bone or spinal injury. Elevation helps to reduce and prevent swelling.

If you see a tick on a child – stay calm.  Use a blunt, fine-tipped tweezers to remove it.

Grasp the tick’s body as close to the child’s skin as possible. Pull the tick slowly and steadily out of the skin. Do not squash or break its body. Do not twist or jerk the tick.
Wash the bite area with soap and water.
Inform the parents/guardians you have removed a tick. Ask them to watch the bite area for a rash. Teachers/caregivers should check the bite area each day too.

The child needs medical care if a rash appears or the child becomes ill.

This workshop discusses how to reduce the risk of head injuries during active play and the importance of active supervision. This session highlights the benefits of using active play checklists and injury logs. Early learning practitioners will learn about accommodating a child in group care who has sustained a brain injury.(ECERS-ITERS: Space and Furnishings, Interaction, Activities. K7C2-84; 2 hours credit. Meets STAR Level 2 Performance Standard for Health and Safety) 6/18/2013

This media-rich, online module discusses how to reduce the risk of head injuries, how to recognize and respond to the signs and symptoms of a head injury, and what may be involved to accommodate a child in group care who has sustained a brain injury. To view the module online, you will need a broadband Internet connection (cable, DSL or FIOS).  To open the interactive module, click Head Bumps here.  It may take several minutes to load before playing.  Pennsylvania early learning practitioners who do not have a broadband connection or have difficulty using the module with their Internet connection may contact ECELS to request the CD version. To use the CD version of the module, you will need to have recent updates of the Adobe Reader (version 9.1 or better) and Adobe Flash Player (version 10.1 or better). You can download updates of this software from Adobe for free at http://www.adobe.com. To use the CD, copy the file named headbumpsmatter.pdf from the disc you receive from ECELS onto the hard drive of your computer. The module will not play correctly from the disc. You will need to use the Document Packet whether you use the module online or view it as a PDF that you download from the disc to your computer. Download the Document Packet below this description. It is also on the CD version. PA child care practitioners may submit completed work for review for credit by completing an electronic response form via a link in the module,  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-C2-84.) 6/2017

This form guides collaborative problem-solving involving those who are affected, those with authority, and those with expertise. The form encourages documentation of who is involved, the tasks planned, who is responsible, and checkpoints for follow-up. The attachments include a blank copy of the form and a sample of the completed form to address the problem of a 2 year old child who is biting other children.