# data[].attributes.body
Children all develop at different rates. However, most children will end up reaching certain milestones around the same time. This average is where a typical developing child is. It can be used to measure progress of a child and whether they are struggling in some areas or not.

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Knowing the different ages and milestones that children should be reaching is very important to know as a teacher. If you know what type of milestones your students need to reach then you are able to better assess them if they are not reaching them. You are also about to measure student's progress through this as well.

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Emergency care and first aid are more than just helping students when they are bleeding. This also comes with knowing how to apply a tourniquet, how to do an epi-pen, how to use Basqsimi for blood sugar and so much more. Knowing this is to help make sure that all students feel safe and protected in school.

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Accidents happen all the time with children. It is important to know how to keep them safe and health in the best way possible. Knowing first aid and emergency care can end up saving a child's life or helping them when they need it.

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Chronic illnesses are not colds, the flu, or just kids sneezing. These consist of asthma, seizures, blind or visually impaired, deaf, diabetes, and so much more. These illnesses are often the ones that children will have to live the rest of their lives with. There is medicine to help the children or resources but often these can not be cured.

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This is important to know because it is highly likely to have a student in the classroom with a chronic illness. Student that do often need to leave the classroom or will need help depending on their age. Those students might be absent to go to the doctors more and it is important to know the best way to help in their education. Students with chronic illnesses need to feel cared about and safe just as much as other students.

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Communicable illness come from all the gems that students will end up interacting with. This can cause colds, the flu, lice, bed bugs and so much more. These are illnesses that can be cured and are often things that most students will have at least once in their life.

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These are illnesses that teachers will run into one way or another. It is important to know how to help those students feel better as well as ways to help students be healthy. Teachers are not able to control what goes on at home however they can make their classroom clean and sanitized to help prevent students from getting sick.

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Students being active is very important for their health. This is not only good for their bodies but their minds as well. It has been shown that when students do physical activities it can help improve their health, mind, and mental health as well. By doing small exercises teachers are able to ready their student's minds for the content they will be learning.

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Keeping students engaged and wanting to learn is very hard to do. However, with exercise students are able to focus better, have more energy, and often perform better with the content. The goal as a teacher is to help students the best way possible and giving them some form of exercise can be the answer for that.

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Students will have healthy foods and unhealthy foods in their lifetime. It is important to engage them to have the foods that are best for their bodies and minds. Studies also show that doing family-style meals with students helps engage them to eat healthier. Students only don't need time to eat but to talk and for connections with one another as well.

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Students nutrition is something that is very important to their health. Many students end up facing obesity because they are not getting the right nutrition that they need for their bodies. Helping students better understand the food that they are putting into themselves can help them make decisions about what they want to eat.

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Mental and emotional health are two very important things to know as a teacher. There will be students in the classroom with different mental health conditions as well as behavioral issues because of emotional health. Students in the classroom could have trauma due to things that have happened at home. Students also might behave in ways to get attention or to cause harm because they are hurting or need help.

# data[].attributes.body
This is something that teachers are facing more and more. Knowing how to help students with their mental health and get them the resources that they need is very important. It also is necessary to know the students. Some students will behave badly and you know it's because of things going on at home. You are able to better assist those students as well as give them some grace.

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Teachers are mandated reporters. This means that if there is any sign of neglect or abuse teachers are supposed to report it. This is to help protect the child. If it is clear that there is a family that is struggling with getting the resources that the students need the teacher should provide them resources to help.

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Being a mandated reporter means you are able to protect the students in your classroom from physical, mental, and emotional harm. Knowing that the teacher will remain anonymous in the state of Ohio also lets teachers feel more comfortable about making the report.

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Teaching students about sex aid as well as other topics about sexuality is something that is highly debated. Some parents wonder if teachers should be allowed to teach those topics and whether it is appropriate to teach them in school. With these topics come certain biases.

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No matter what school a teacher is at this topic will be getting discussed. Some schools might even have teachers talk to their students about sex aid depending on which states they are in. It is important to remain unbiased and to help the student's best interest at heart.

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Centers for Disease Control and Prevention

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The early years of a child's life are very important for his or her health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.

Children reach milestones in how they play, learn, speak, behave, and move. Read about developments by age group.

Learn how to keep children safe from danger and from becoming dangerous themselves.

Learn about the importance of a child's early years for later health and development.

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Parents and others can work together as partners to help children grow up to reach the full potential for his or her health development.

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Getting someone through a medical crisis

Basic first aid procedures can help you get someone through a medical crisis, at least until the paramedics arrive or you can get them to a hospital. The best way to prepare for these events is to get official first aid training, such as that offered by the American Red Cross.

Until you're able to do that, though, you can learn some basic first aid procedures. That way, you can respond the right way when someone needs you to.

First aid is the care a sick or injured person gets before they get full medical treatment. In some cases, it may be the only care someone needs, while in others, it may keep them safe until paramedics arrive or someone else gets them to the hospital.

First aid can include everything from bandaging a minor wound to preventing shock to keeping someone's heart beating during a cardiac event. Ideally, it should be performed by someone who's taken a class and is certified in first aid, but if no one is available, anyone with some basic knowledge can pitch in.

When someone is unconscious or unresponsive, a basic tenet of first aid is ABC:

Airway: If someone's not breathing, clear their airway.

Breathing: If the airway is clear and they're still not breathing, provide rescue breathing.

Circulation: Chest compressions to keep blood circulating should be performed along with rescue breathing. If the person is breathing but unresponsive, check their pulse to see if their heart has stopped and, if so, provide chest compressions.

An alternate and simpler version of the ABCs is:

Awake? If not, try to wake them. If they don't wake up, make sure someone is calling 911 and move on to B.

Breathing? If not, start rescue breathing and chest compressions. If so, move on to C.

Continue care: Follow instructions from 911 or continue treatment until an ambulance arrives.

Some courses also include D and possibly E, as well:

D can stand for disability assessment, which is fairly complicated for someone without medical training. It also sometimes stands for deadly bleeding, which needs to be stopped, or defibrillator if someone's heart has stopped and an automated external defibrillator (AED) device is available.

E stands for examination-evaluating the person for signs of injury, bleeding, allergies, or other problems once you know they're breathing and their heart is beating.

What is an AED?

An AED, or automated external defibrillator, is a portable, easy-to-use device that can check someone's heart rhythm and, if necessary, deliver an electric shock to correct the rhythm.

CPR (Cardiopulmonary Resuscitation)

Cardiopulmonary resuscitation (CPR) is the most important medical procedure of all. If a person is in cardiac arrest (the heart is no longer pumping blood) and CPR is not performed, that person will die. On the other hand, performing CPR or using an AED could save a life.

AEDs are available in many public areas and businesses. These devices are simplified for use even if you have never been trained. CPR training will include getting familiar with AED use, which can save valuable time if you need to use one.

First Aid for Suspected Cardiac Arrest

When you suspect someone is in cardiac arrest:

1. Get someone to call 911 or the medical alert system for your location.

2. Start chest compressions immediately. Push down hard and fast in the center of the chest, allowing the chest to come back up naturally between compressions. Continue until someone with more training has arrived.

3. If you're trained in CPR, use chest compressions and rescue breathing.

4. Use an AED if one is available. It's important to not delay chest compressions, though, so have someone else find one while you do chest compressions.

Taking a formal CPR class will help you become familiar with chest compressions, rescue breathing, and AED use, and that can make all the difference if you're around when someone has a heart attack. To take a class, contact your local chapter of the American Red Cross or look online for classes in your community. You can also take an online-only class if none are available in your area.

Bleeding

Bleeding is usually fairly obvious, especially if it's severe. While it is important to stop the bleeding, remember the ABCs and check first for something more serious.

Regardless of severity, almost all bleeding can be controlled, so don't think you can't help someone who's bleeding a lot. If severe bleeding is allowed to continue, it can lead to shock and, eventually, death.

It's easy to overestimate the amount of blood loss you're witnessing. To get an accurate assessment of what type of bleeding it is, look at its color and how it's leaving the body.

Capillaries: Bleeding from capillaries, which are the smallest blood vessels, looks like a trickle and will usually stop on its own.

Veins: A consistent blood flow and blood that's a dark red color is most likely coming from the veins. It can result in anywhere from mild to severe bleeding that can be rapid.

Arteries: Arteries are the largest blood vessels and are under pressure, so blood spurts from the wound. It's also bright red, as it carries more oxygen. Blood can be lost most rapidly from an arterial bleed and it's always considered an emergency.

Call 911 or get the person to a hospital any time you suspect arterial bleeding, blood is soaking through bandages, or the bleeding won't stop. Make sure someone can keep treating the person during the drive or while you wait for an ambulance.

Whenever possible, wash your hands when treating a wound to help prevent infection. Wear latex or nitrile gloves if they're available. This can protect you from infections in the injured person's blood, including viral hepatitis or HIV/AIDS.

First Aid for Bleeding

If you're faced with bleeding:

1. Rinse the wound with water if possible.

2. Cover the wound with a gauze or cloth (towel, blanket, clothing, whatever's available).

3. Apply direct pressure to stop the blood flow and encourage clotting.

4. If possible, elevate the bleeding body part above the heart.

5. Don't remove the cloth if it becomes soaked through, but add more layers if needed. Removing the first layer will interfere with the clotting process and result in more blood loss.

6. Once bleeding is stopped, apply a clean bandage.

Get medical help when the wound:

Is deep

Has widely separated sides

Oozes blood after pressure has been applied

Is from a bite (human or animal)

Is a puncture, burn, or electrical injury

Should You Use a Tourniquet?

Using a tourniquet is somewhat controversial except in dire emergencies in which a person's life could be at stake. Some argue that tourniquets can do more harm than good, possibly leading to a limb amputation due to tissue damage.

A 2018 review of published research found that some arterial injury and limb damage were reported, but infrequently. However, the studies they examined had a lot of shortcomings and inconsistencies. The researchers called for standardized data collection of limb trauma and tourniquet use to help determine their safety and effectiveness.

The value of using elevation or pressure points (pressing on an artery to slow blood flow) is debated, with some experts and organizations saying to use them and others leaving these steps out of their first aid instruction.

Choking

Choking due to a windpipe obstruction is a serious situation that can make someone lose consciousness and even die if the obstruction isn't removed. Procedures are different for babies who are less than a year old.

Before you start first aid on someone for choking, make sure they really need it. If they're coughing or talking, leave them alone. That's not really choking. Signs of choking include:

Gagging, gasping, or wheezing

Inability to talk or make noise

Turning blue in the face

Grabbing at the throat

Waving arms

Appearing panicked

If the person is conscious and old enough to respond properly, ask if they're choking before you start first aid. In anyone but an infant, that means performing the Heimlich maneuver.

First Aid for Choking

To perform the Heimlich maneuver:

1. Stand behind the person and lean them slightly forward

2. Put your arms around their waist

3. Clench a fist and place it between their navel and rib cage

4. Grab your fist with your other hand

5. Pull the clenched fist sharply backward and upward under their rib cage in 5 quick thrusts. Repeat until the object is coughed up.

For someone who's obese or pregnant, perform thrusts around the chest instead of the abdomen.

If someone is unconscious:

1. Place them on their back and kneel over them

2. Place the heel of your hand slightly above the navel

3. Place your other hand on top of it

4. Give quick upward thrusts to dislodge the obstruction

Burns

The first step to treating a burn is to stop the burning process. Chemicals need to be cleaned off. Electricity needs to be turned off. Heat needs to be cooled down with running water. Sunburn victims need to be covered up or go inside.

No matter what caused the burns or how bad they are, stopping the burn comes before treating the burn. The severity of a burn is based on its depth and size:

First-degree burn: This affects only the outer layer of skin and causes redness and swelling. It is always considered a minor burn.

Second-degree burn: This affects two layers of skin and causes blistering along with redness and swelling. It is considered a major burn if it's more than 3 inches wide or on the face, hands, feet, genitals, buttocks, or over a major joint.

Third-degree burns: This affects deeper layers of skin and causes white or blackened skin that may be numb. It is always considered a major burn.

Major burns need emergency medical attention, so call 911 or get someone else to call once the burning process has been stopped.

First Aid for Burns

Take these first aid steps:

1. Flush the burned area with cool running water for several minutes. Do not use ice.

2. Apply a light gauze bandage.

3. Take ibuprofen or acetaminophen for pain relief if necessary.

4. Do not break any blisters that may have formed.

Do not apply ointments, butter, or oily remedies to a burn.

Blisters

Whether a blister needs any treatment is debatable. If the blister is small, unbroken, and not very painful, it's probably best to leave it alone. Cover it to prevent continued rubbing and pressure that could cause it to swell more and possibly burst on its own.

Blisters are designed to protect the damaged skin underneath while it heals. Popping them not only disrupts this natural healing process, but it can also let in bacteria that cause an infection.

If you have a compromised immune system-such as from HIV/AIDS, cancer, diabetes, or immunosuppressant drugs -you have a heightened risk of infection and shouldn't drain a blister on your own. Your doctor may want to drain it to protect you from infection.

First Aid for Blisters

If the blister is large or painful-especially if the activity that caused it isn't finished (such as if you are in the middle of a hike)-follow these steps to drain and dress a blister:

1. Wash your hands and sterilize a needle with alcohol.

2. Make small punctures at the edge of the blister.

3. Gently push the fluid out.

4. Apply antibiotic ointment.

5. Bandage it.

6. If possible, take steps to protect the area from further rubbing or pressure.

If the blister broke open on its own:

1. Gently wash with clean water only.

2. Smooth the flap of broken skin over the newly exposed skin, unless it's dirty, torn, or pus has gathered under it.

3. Apply petroleum jelly.

4. Bandage it.

Change the bandage any time it gets wet. Take it off when you go to bed so the area can dry.

Broken Bone or Fracture

Any injury to your limbs, hands, and feet needs to be treated as a broken bone (fracture) until an X-ray can confirm whether it's broken. While fractures do need medical treatment so they can heal properly, they don't all require an ambulance or an emergency trip to the hospital.

However, you should call 911 immediately if:

The person is bleeding profusely, unconscious or unresponsive, not breathing, or has numerous injuries (try to stop the bleeding or start CPR if necessary)

You suspect a fracture or other serious injury to the spinal column, head, hip, pelvis, or thigh-the person should not be moved except by trained medical personnel

A broken bone protrudes from the skin (called an open or compound fracture)

The area below an injured joint feels cold and clammy or becomes bluish

You can't immobilize the injury well enough to transport the person

Otherwise, after using first aid, you can go to urgent care or contact your doctor's office and ask for guidance. They'll likely want to see the injured person right away so any broken bone(s) can be properly set and treated.

First Aid for Suspected Fracture

Take these steps for a suspected fracture:

1. Don't try to straighten it.

2. For a limb, use a splint and padding to immobilize it.

3. Put a cold pack on the injury, with a barrier between it and the skin to prevent tissue damage. If ice is all that's available, put it in a plastic bag and wrap it in a shirt or towel.

4. If it's an extremity, elevate it.

5. Give anti-inflammatory drugs like Advil (ibuprofen) or Aleve (naproxen) for pain.

Research has shown that non-steroidal anti-inflammatory drugs (NSAIDs) like Advil and Aleve can slow bone healing, which is a process that depends on inflammation. However, short-term NSAID use appears to have little or no effect and doesn't appear to have a significant effect on bone healing in children. So it should be safe to use these medications to help the person get through the intense, acute pain that follows a fracture.

Sprains

A sprain is an injury to ligaments, which are connective tissues that holds bones, cartilage, and joints together. Sprains are generally caused by a violent wrenching or twisting of a joint, which over-stretches or tears the ligament. Common places for a sprain are the ankle and wrist.

The symptoms of a sprain are almost exactly the same as those of a broken bone (barring a compound fracture or visible deformities). Because even a doctor may not be sure whether it's a break or sprain until after an X-ray, first aid for sprains should be largely the same as for broken bones.

The first thing to do is make sure the injured person stops any unnecessary activity so they don't make the injury worse. Then you can begin first aid.

First Aid for Sprains

For a suspected sprain:

1. Immobilize the limb

2. Apply a cold pack

3. Elevate the injured part if you can do so safely

4. Use NSAIDs for pain

See your doctor soon for further diagnosis and treatment.

As with fractures, sprains often don't require emergency treatment. However, you should get immediate medical care if the injured person has:

Severe pain with movement or touch

Ongoing inability to bear weight on the injured joint

Increased bruising

Numbness or pins-and-needles near the sprain

Signs of infection

Little or no improvement during the first week

Nosebleeds

Most of us have had a bloody nose at some time in our lives. It simply means bleeding from the inside of the nose due to trauma. The biggest cause of a nosebleed is digital trauma-otherwise known as picking it. It can also be caused by environmental factors, medical conditions (some minor, some serious), medications, and recreational drugs. Causes include:

Many of these things dry out or damage the delicate nasal membranes in your nostrils, causing them to become crusty and burst when irritated.

First Aid for Nosebleed

The first aid for nosebleed includes:

1. Lean slightly forward, not back.

2. Pinch the nose just below the bridge, high enough that the nostrils aren't pinched closed.

3. Check after five minutes to see if bleeding has stopped. If not, continue pinching and check after another 10 minutes.

4. You can also apply a cold pack to the bridge of the nose while pinching.

See a doctor if:

You get frequent nosebleeds

You have anemia symptoms (weakness, faintness, fatigue, pale skin)

You're taking blood thinners

You have a clotting disorder

You just started a new medication

You also have unusual bruising

A nosebleed needs emergency medical treatment when:

It won't stop even after more than 15 minutes of direct pressure

You're losing a lot of blood

You have a hard time breathing

You've swallowed a lot of blood and vomited it up

You've had a serious injury or a blow to the head

Frostbite

Frostbite occurs when the body's tissues freeze deeply in the cold-ice crystals form in the tissues and damage your cells. This is the opposite of a burn, but the damage it does to your skin is almost identical.

First Aid for Frostbite

Treating frostbite is a delicate procedure of gradual warming. If at all possible, this should be done by professionals at a medical facility. If that's not possible, or while awaiting an ambulance, you can begin first aid:

1. Get out of the cold.

2. Immerse the affected area in warm water (98 to 105 F) for 20 to 30 minutes.

3. Do not rub the affected area.

4. Do not use sources of dry heat (like a heating pad or fire air).

5. For fingers and toes: After they're warm, put clean cotton balls between them.

6. Loosely wrap the area with bandages.

7. Use Tylenol or Advil for pain.

8. Get medical attention as soon as possible.

For small areas of minor frostbite, you can also warm the area with skin-to-skin contact.

Get emergency treatment if the skin is hard and begins turning white.

Bee Stings

Bee stings are annoyingly painful for most people, but they can be deadly for those who are allergic to bee venom.

First Aid for Bee-Venom Allergy

If the person who was stung has a known allergy to bee stings, use an EpiPen to prevent anaphylaxis. If one isn't available, call 911.

An allergy to bees can develop at any time, even in someone who's been stung many times before, so it's important to always watch for signs of an allergic reaction after a sting. Just about any bee sting will cause pain, redness, and swelling. In an allergic reaction, look for:

Swelling away from the area that was stung

Flushing

Hives

Itching

Signs of anaphylaxis, which include impaired breathing and shock (anxiety, bluish lips and fingernails, chest pain, confusion, dizziness, profuse sweating, and skin that's pale, cool, and clammy)

Call 911 immediately or get the person to the hospital if any of these signs appear.

In someone without a known bee allergy, watch for signs of an allergy while performing first aid.

First Aid for Bee Stings

Follow these steps for bee sting first aid:

1. Get the stinger out any way you can to keep it from injecting more venom. The method doesn't matter-it's most important to do it quickly.

2. Wash the area with soap and water.

3. Use a cold pack to reduce swelling at the site, but don't apply ice directly to the skin.

4. Use an antihistamine like Benadryl (diphenhydramine) to reduce swelling and itching.

5. Use Advil or Tylenol for pain.

Frequently Asked Questions

What are the ABCs of first aid?

ABC in first aid traditionally stands for airway, breathing, and circulation. When someone is unconscious or unresponsive, you should check and clear their airway and provide rescue breathing and chest compressions. ABC can also stand for awake, breathing, and continue care.

What are common first-aid procedures?

First-aid procedures covered in a basic course include CPR, the Heimlich maneuver, and how to assess and treat minor injuries including wounds, burns, sprains, and broken bones.

What are the three Ps of first aid?

The three Ps of first aid are:

Preserve life

Prevent deterioration

Promote recovery

Thanks for your feedback!

What are your concerns?

Other Inaccurate Hard to Understand

Verywell Health uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.

1. American Red Cross. What is AED?

2. American Heart Association. Saving lives: Why CPR AED training matter. Updated June 4, 2020.

3. KidsHealth from Nemours. First aid: Cuts. Updated July 2018.

4. National Institutes of Health, U.S. National Library of Medicine: MedlinePlus. Bleeding. Updated April 2, 2021.

5. Harvard Medical School, Harvard Health Publishing. Emergencies and first aid- Direct pressure to stop bleeding. Updated February 3, 2017.

6. American College of Surgeons. Stop the bleed: Save a life. Updated 2017.

7. American College of Emergency Physicians: EmergencyPhysicians.org. Choking/Heimlich maneuver.

8. KidsHealth by Nemours. First aid: Choking. Updated January 2018.

9. National CPR Foundation. Choking, hypothermia & dehydration.

10. American Burn Association. Initial first aid treatment for minor burns.

11. National Institutes of Health, U.S. National Library of Medicine: MedlinePlus. Burns. Updated April 2, 2021.

12. Cleveland Clinic. Blisters: Caues, treatments - and why you should never pop them. Updated August 31, 2018.

13. University of Michigan, Michigan Medicine. Blister care. Updated February 26, 2020.

14. KidsHealth from Nemours. First aid: Broken bones. Updated May 2018.

15. TeensHealth from Nemours. First aid: Broken bones. Updated May 2018.

16. Cleveland Clinic. Sprains of the ankle, knee, and wrist. July 28, 2020.

17. KidsHealth from Nemours. First aid: Strains and sprains. July 2018.

18. Cleveland Clinic. Nosebleed (epistaxis). October 23, 2019.

19. TeensHealth from Nemours. Nosebleeds. Updated September 2019.

20. KidsHealth from Nemours. First aid: Frostbite. Updated July 2018.

21. American College of Allergy, Asthma & Immunology: Allergist. Insect sting allergy. Updated February 5, 2018.

22. Institutes of Health, U.S. National Library of Medicine: MedlinePlus. Shock. Updated April 2, 2021.

23. American Red Cross. First aid steps.

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Basic First Aid Procedures You Should Know

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Basic first aid procedures can help you get someone through a medical crisis, at least until the paramedics arrive or you can get them to a hospital. The best way to prepare for these events is to get official first aid training, such as that offered by the American Red Cross.

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Chronic diseases - such as heart disease, cancer, diabetes, stroke, and arthritis - are the leading causes of disability and death in New York State and throughout the United States. More than 40% of New York adults suffer from a chronic disease, and chronic diseases are responsible for 23% of all hospitalizations in New York State. Six out of every 10 deaths in New York State are caused by chronic diseases. Heart disease and cancer account for over half of all deaths in New York State.

Although common and costly, many chronic diseases are also preventable. Many chronic diseases are linked to lifestyle choices that are within your own hands to change. Eating nutritious foods, becoming more physically active and avoiding tobacco can help keep you from developing many of these diseases and conditions. And, even if you already have diabetes, heart disease, arthritis or another chronic condition, eating more healthful food and getting more exercise, whether it's a brisk walk, a bike ride, a jog or a swim, can help you better manage your illness, avoid complications and prolong your life.

The Department of Health's Division of Chronic Disease Prevention implements innovative public health strategies across New York State to reduce the incidence and burden of chronic diseases and related conditions. Please see the Division of Chronic Disease Prevention Fact Sheet for more information about our work.

Chronic Diseases and Conditions

Data Sources and Teaching Tools

Strategic Plans

Communications Toolkit

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Chronic diseases - such as heart disease, cancer, diabetes, stroke, and arthritis - are the leading causes of disability and death in New York State and throughout the United States. More than 40% of New York adults suffer from a chronic disease, and chronic diseases are responsible for 23% of all hospitalizations in New York State.

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Centers for Disease Control and Prevention

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Caring for young children means having close contact, and early care and education (ECE) providers can take many steps to keep infections from spreading. Strategies such as hand hygiene, cleaning, sanitizing, disinfection, and ventilation can help ECE providers protect the health of children in their care as well as themselves and their own families.

By carefully planning and following guidance, ECE programs can prevent the spread of infectious diseases. ECE providers can also teach children skills about staying healthy and keeping safe from germs. Many parents get great support from ECE providers around teaching children toileting, hand washing, and covering coughs and sneezes.

Learn about tools and resources to prevent the spread of infections in your ECE program.

Prevention tools and resources

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Prevention and control of infectious diseases | CDC

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The early care and education (ECE) portal is an access point to all of the ECE related resources from the CDC to help providers find the information they need to support children's healthy development and to provide a safe and healthy early learning environment.

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MyPlate Tips on Alexa

Get MyPlate nutrition information straight to your home on your Amazon Alexa smart speaker, or on your phone or tablet via the free Amazon Alexa app. For more information, visit our MyPlate Alexa page.

Below are some of the many tips available for parents and caregivers on what and how to feed your kids. And just like the MyPlate.gov website and MyPlate tools, all of the information provided by MyPlate on Alexa is based on the Dietary Guidelines for Americans, 2020-2025.

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MyPlate has information and materials for kids/ children. Get kids started on a healthy eating adventure with these games and activities! Teach them about MyPlate and the 5 food groups to set them on a path towards a healthy future.

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills. Additionally, good friends and encouraging words from adults are all important for helping children develop self confidence, high self-esteem, and a healthy emotional outlook on life.

A child's physical and mental health are both important.
Basics for a child's good physical health:

Nutritious food

Adequate shelter and sleep

Exercise

Immunizations

Healthy living environment

Basics for a child's good mental health:

Unconditional love from family

Self-confidence and high self-esteem

The opportunity to play with other children

Encouraging teachers and supportive caretakers

Safe and secure surroundings

Appropriate guidance and discipline

Give children unconditional love.
Love, security and acceptance should be at the heart of family life. Children need to know that your love does not depend on his or her accomplishments.

Mistakes and/or defeats should be expected and accepted. Confidence grows in a home that is full of unconditional love and affection.
Nurture children's confidence and self-esteem.
Make time for play!
Encourage Children to Play
To children, play is just fun. However, playtime is as important to their development as food and good care. Playtime helps children be creative, learn problem-solving skills and learn self-control. Good, hardy play, which includes running and yelling, is not only fun, but helps children to be physically and mentally healthy.
Children Need Playmates
Sometimes it is important for children to have time with their peers. By playing with others, children discover their strengths and weaknesses, develop a sense of belonging, and learn how to get along with others. Consider finding a good children's program through neighbors, local community centers, schools, or your local park and recreation department.
Parents Can be Great Playmates
Join the fun! Playing Monopoly or coloring with a child gives you a great opportunity to share ideas and spend time together in a relaxed setting.
Play for Fun
Winning is not as important as being involved and enjoying the activity. One of the most important questions to ask children is "Did you have fun?'' not "Did you win?"

In our goal-oriented society, we often acknowledge only success and winning. This attitude can be discouraging and frustrating to children who are learning and experimenting with new activities. It's more important for children to participate and enjoy themselves.
TV use should be monitored
Try not to use TV as a "baby-sitter" on a regular basis. Be selective in choosing television shows for children. Some shows can be educational as well as entertaining.
School should be fun!
Starting school is a big event for children. "Playing school" can be a positive way to give them a glimpse of school life.

Try to enroll them in a pre-school, Head Start, or similar community program which provides an opportunity to be with other kids and make new friends. Children can also learn academic basics as well as how to make decisions and cope with problems.
Provide appropriate guidance and instructive discipline
Children need the opportunity to explore and develop new skills and independence. At the same time, children need to learn that certain behaviors are unacceptable and that they are responsible for the consequences of their actions.

As members of a family, children need to learn the rules of the family unit. Offer guidance and discipline that is fair and consistent. They will take these social skills and rules of conduct to school and eventually to the workplace.
Suggestions on Guidance and Discipline

Be firm, but kind and realistic with your expectations. Children's development depends on your love and encouragement.

Set a good example. You cannot expect self-control and self-discipline from a child if you do not practice this behavior.

Criticize the behavior, not the child. It is best to say, "That was a bad thing you did," rather than "You are a bad boy or girl."

Avoid nagging, threats and bribery. Children will learn to ignore nagging, and threats and bribes are seldom effective.

Give children the reasons "why" you are disciplining them and what the potential consequences of their actions might be.

Talk about your feelings. We all lose our temper from time to time. If you do "blow your top," it is important to talk about what happened and why you are angry. Apologize if you were wrong!
Remember, the goal is not to control the child, but for him or her to learn self-control. Provide a safe and secure home.
It's okay for children to feel afraid sometimes. Everyone is afraid of something at some point in their life. Fear and anxiety grow out of experiences that we do not understand.

If your children have fears that will not go away and affect his or her behavior, the first step is to find out what is frightening them. Be loving, patient and reassuring, not critical. Remember: the fear may be very real to the child.

Signs of Fear

Nervous mannerisms, shyness, withdrawal and aggressive behavior may be signs of childhood fears. A change in normal eating and sleeping patterns may also signal an unhealthy fear. Children who "play sick" or feel anxious regularly may have some problems that need attention.

Fear of school can occur following a stressful event such as moving to a new neighborhood, changing schools, or after a bad incident at school.

Children may not want to go to school after a period of being at home because of an illness.
When to seek help
Parents and family members are usually the first to notice if a child has problems with emotions or behavior. Your observations with those of teachers and other caregivers may lead you to seek help for your child. If you suspect a problem or have questions, consult your pediatrician or contact a mental health professional.
Warning Signs
The following signs may indicate the need for professional assistance or evaluation:

Decline in school performance

Poor grades despite strong efforts

Regular worry or anxiety

Repeated refusal to go to school or take part in normal children's activities

Hyperactivity or fidgeting

Persistent nightmares

Persistent disobedience or aggression

Frequent temper tantrums

Depression, sadness or irritability

Learn more about specific mental health conditions and children Where to seek help
Information and referrals regarding the types of services that are available for children may be obtained from:

Mental health organizations, hotlines and libraries

Other professionals such as the child's pediatrician or school counselor

Other families in the community

Family network organizations

Community-based psychiatric care

Crisis outreach teams

Education or special education services

Family resource centers and support groups

Health services

Protection and advocacy groups and organizations

Self-help and support groups

Other Resources

American Academy of Child and Adolescent Psychiatry
www.aacap.org

Federation of Families for Children's Mental Health
Phone: 703-684-7710
www.ffcmh.org

Family Support America
Phone: 312-338-0900

National Association of School Psychologists
Phone 301-657-0270
www.naspweb.org

Sources

"Facts for Families," America Academy of Child and Adolescent Psychiatry
"Children's and Adolescent's Mental Health," US Dept. of Health and Human Services
copyright 1997 revised 2/00

This pamphlet is copyrighted. Permission to reprint must be obtained from Mental Health America. 2/00

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What Every Child Needs For Good Mental Health

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It is easy for parents to identify their child's physical needs: nutritious food, warm clothes when it's cold, bedtime at a reasonable hour. However, a child's mental and emotional needs may not be as obvious. Good mental health allows children to think clearly, develop socially and learn new skills.

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People in the following professions must immediately report any knowledge or suspicion of child abuse or neglect:

Attorneys.

Audiologists.

Child care workers.

Children services personnel.

Coroners.

Day care personnel.

Dentists.

Health care professionals.

Nurses.

Peace officers, including police, sheriff's deputies, and highway patrol officers.

Physicians, including hospital interns and residents.

Podiatrists.

Psychiatrists.

School authorities, employees, and teachers.

Social workers.

Speech pathologists.

Agent of a county humane society.

The Ohio Revised Code Section 2151.421 clearly removes the option of choice for the above professionals.

What is required of a Mandated Reporter?

If you come into contact with a child who has suffered, or faces a threat of any physical or mental wound, injury, disability, or other condition that reasonably indicates abuse or neglect, you must immediately file a report.

This applies to any:

Child under 18.

Person under 21 with a developmental disability or physical impairment.

Even if you don't know for certain that abuse is occurring, you are still required to report any fact-based suspicion. If a reasonable person in similar circumstances, presented with the same facts would suspect abuse, it is your legal responsibility to report.

How to Report

File a report online now.

Call the 24-hour Child Abuse Hotline at 216-696-KIDS (5437).

Email Protecting-Cuyahoga-Kids@jfs.ohio.gov.

In-person referrals can be made at the Jane Edna Hunter Building, 3955 Euclid Avenue, Cleveland, OH 44115

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Mandated Reporting of Child Abuse and Neglect

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What the law requires of people in Cuyahoga County who are required by law to report child abuse.

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By Zach Eisenstein, Communications Manager
"1,2,3, eyes on me!" This was the expression my third-grade health teacher, Mrs. Carlisle, always used to bring the class' attention back to the front of the room.

While that rhyme wins the award for 'most memorable' part of health class, I can vividly recall another Mrs. Carlisle expression: "No one should touch your private parts - the areas covered by your underwear - except for your parents and your doctor."

While not the most in-depth lesson, this is an example of (gasp) sex ed for eight-year-olds.

The idea of teaching sex ed to younger students is typically associated with a certain level of controversy. However, this is largely due to the fact that when most folks think "sex ed," they picture things like condom demonstrations, memorizing different types of STIs, and that scene from Mean Girls.

Teaching a kindergarten class how to properly roll a condom onto a banana would be ridiculous (and probably lead to a lot of hard-to-answer questions from some very confused five-year-olds). But, that's not what proponents of K-12 comprehensive sexuality education are pushing for when they advocate for lessons starting in kindergarten.
Age- and developmentally appropriate, science-based, and medically accurate information on a broad set of topics related to sexuality including human development, relationships, personal skills, sexual behaviors including abstinence, sexual health, and society and culture.
When we say "comprehensive sexuality education," we mean:

While that definition includes a lot of descriptors, it's important to hone in on the first one: age- and developmentally appropriate. Comprehensive sexuality education for kindergarteners lays the foundation to teach students about things like respecting personal boundaries, gender roles, and more.

"Healthy Relationships" is a key topic area of kindergarten curricula, providing students with the skills they need to identify characteristics of healthy and unhealthy relationships. They also learn how to express their feelings within those relationships in ways that are healthy for themselves and others.

In the "Me Too" era, it is becoming increasingly more apparent that things like sexual assault, harassment, and consent need to be discussed more, and they need to be discussed earlier on. These discussions can be both effective and appropriate for young students. For example, sexuality educator Haylin Belay, uses age-appropriate metaphors to explain consent to students:

"One of my favorite sexual communication metaphors to use with middle schoolers goes something like this: 'If your favorite flavor of ice cream is chocolate, and the ice cream scooper's favorite flavor is strawberry, how would you get the kind of ice cream you want?' Answer: By explaining what you like and asking for it. 'And if the ice cream scooper insists on giving you strawberry, even though you don't want it?' Answer: That's probably not somebody I want to eat ice cream with."

Young students deserve more than a one-off, "if someone touches your no-no zone, tell your parents" discussion. They deserve to gain a comprehensive understanding of things like sexual assault, harassment, and consent. Maybe more than anything else, they deserve to know that if they experience sexual violence or harassment, it's not their fault and they have people and resources to turn to.

Why shouldn't we start teaching children life-saving information like this as soon as we can?

Taking a holistic approach to teaching about sex and sexuality starting in kindergarten really isn't a revolutionary idea. This approach of laying a foundation early on and building on top of it as students age and develop is something we already do with most subjects taught in schools.

For example, think about math. Often, students learn (as early as kindergarten) about basics like counting and adding and fractions and so on and so forth all the way up until their senior year of high school when they might study more complex subject matter like calculus.

It would not make sense to suddenly teach students about polynomial expressions during their freshman year of high school if they hadn't previously learned about multiplication earlier on.

And yet this is exactly how most schools approach teaching sex ed (if they even offer sex ed in the first place). More often than not, out of the blue, high school students will receive a short-term lesson about sexually transmitted infections (STIs) or pregnancy prevention.

And that's it.

To be fair, it is very important for young people to learn how to avoid STIs and unintended pregnancies. However, these aspects barely graze the surface of an expansive and vitally necessary area of study.

You wouldn't expect a teacher to spend a month covering how to conjugate Spanish verbs and then say, "Okay - that's it! We've covered everything we need to know about the Spanish language." So why is this an acceptable tactic for teaching sex ed?

When done right, sex ed starting in kindergarten has been proven to be effective. Let's look at the Netherlands - a country that mandates primary schools teach comprehensive sexuality education. When it comes to teen sexual health, the Netherlands has some of the best outcomes in the world including:

Most teens reporting positive first sexual experiences (as opposed to most Americans reporting negative ones)

9/10 teens report using contraceptives during their first sexual encounter

The Netherlands ranks among one of the countries with the lowest rates of teen pregnancy in the world

The Netherlands ranks among one of the countries with the lowest rates of HIV and STIs in the world

Sure, the United States is not The Netherlands. But while we cannot be sure mandatory, nationwide K-12 comprehensive sexuality education would merit these exact results, we do know that this type of sex ed has already brought extensive benefits to young people in the U.S. when it's been implemented. Components of comprehensive sexuality education have been shown to:

Improve academic success

Prevent child sexual abuse, dating violence, and bullying

Help youth develop healthier relationships

Delay sexual initiation

Reduce unintended pregnancy, HIV, and other STIs

Reduce sexual health disparities among LGBTQ youth

Despite the fact that sexuality has (literally) existed as long as humans have, most people feel uncomfortable talking about sex. And most people feel even more uncomfortable talking about sex with young people.

It's time we stop letting discomfort, personal ideologies, and the "taboo" nature of sex limit young people's ability to receive the information they need to stay healthy and to stay safe.

While Mrs. Carlisle taught me some memorable phrases and lessons about my health and safety as a third-grader, I wish she could have taught me more about my body, building relationships, and challenging stereotypes. I wish I could have received comprehensive sexuality education because it would have helped me in more ways than I can probably imagine.

After learning about and looking into both the nuance and necessity of K-12 comprehensive sexuality education, it's clear that we really do need to start with the "K."

And, I get it - sex ed for five-year-olds might take some time for folks to wrap their heads around. But, hopefully one day, we can see it as less of an eyebrow-raiser and, instead, recognize it for what it truly is: a life-saver.

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Sex ed in kindergarten: 'Yeah right!?' or 'Yeah, right.' - SIECUS

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By Zach Eisenstein, Communications Manager "1,2,3, eyes on me!" This was the expression my third-grade health teacher, Mrs. Carlisle, always used to bring