Maintaining a healthy environment
Creating and maintaining a healthy environment for young children is important for many reasons, including promoting health and decreasing the spread of illnesses. Teachers must also know how to treat a child who is ill to avoid further harm and the potential of infecting other children and staff.
Create a brochure to share with colleagues, families, and other community stakeholders outlining how to establish and maintain a healthy, hygienic, and sanitary learning environment for very young children (birth to age 3).
In the brochure, include information pertaining to:
Sanitizing the classroom and home environment and hand washing.
Dental hygiene.
Diapering.
First aid/CPR (Emergency contact information for local and national organizations regarding First aid/CPR, disease control, and poison control/consumption of hazardous material.)
Immunization requirements per state laws and medication procedures.
School health guidelines, and recognizing and treating common signs of illness.
Common allergies/allergens in an early childhood environment.
Brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately.
In 250-500 words, reflect on the importance of creating a healthy, respectful, and supportive learning environment for young children. In what ways could a child’s readiness for learning be affected when the child or the environment is unhealthy? Discuss how this will affect your future professional practice.
Support your findings with at least three scholarly resources
Sample Solution
s used to generate data describing congressional activity related to wild swine. FDsys is an official repository of all official publications from all three branches of the United States Federal Government and currently contains over 7.4 million electronic documents from 1969 to present. Our search included congressional hearings, congressional record, congressional reports, bills, and changes to the code of federal regulations from 1985 until 2013 when the APHIS National Feral Swine Damage Management Program was established. Documents included in our study contained any of the following terms: ‘feral swine’, ‘feral hog’, or ‘feral pig’, ‘wild swine’, ‘wild hog’, or ‘wild pig’. Each document was considered an independent policy action, and the number of documents by year was tallied to generate count data by document type, primary agricultural commodity (livestock or crop) the document addressed, and year. Our method may have included documents which were not specifically addressing wild swine related policy; to evaluate this assumption a 5% random sample was taken and the documents were classified as addressing wild swine related policy or not. Based on the results of this assessment we assumed that if the document contained reference to wild swine the issue of wild swine was either on the policy agenda or influencing the agenda in some way.
For our purposes we are interested in the cumulative influence of article tone and media sources. In order to produce a measure of this annual cumulative article tone we generated the annual mean tone. This was then multiplied by the number of articles published in the year and by the number of sources creating two predictor variables describing the annual tone for media sources (source tone) and the annual tone for articles (article tone). Classification of newspaper headlines and generation of the media tone indi