Healthy Child Care America Campaign Update

1999 ◽  
Author(s):  
Keyword(s):  
Child Care ◽  
Healthy Child

Regulation and Guidelines Toward a Healthy Child-Care Setting

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1104-1107
Author(s):  
Pauline D. Koch
Keyword(s):  
Child Care ◽  
Career Development ◽  
Healthy Child ◽  
Care Setting ◽  
Health And Safety ◽  
Substantial Improvement ◽  
North Carolina State University ◽  
Child Care Setting ◽  
State And Local ◽  
Cost Efficient

States can make a strong investment in creating a healthy child-care setting by developing coordinated career development systems for child-care practitioners. The licensing agency must be involved and is the logical agency to administer the system. Through a project entitled "Delaware First. Again," Delaware became the first in the country to develop a plan for a comprehensive, coordinated statewide early care and education career system. The project is directed by the Office of Child Care Licensing with consultation from Gwen Morgan and Joan Costley of Wheelock College and Nancy Brown of North Carolina State University. The focus on training and career development will prove to be a cost efficient and effective method for states to substantially improve the health and safety of children in child care and will provide advocacy for stronger licensing requirements. Long-term improvement will only accrue with corresponding substantial improvement in the wages and other employee benefits for the people who work with our children. In summary, regulation and guidelines can play an increasingly larger role in creating a healthy child-care setting. There is much to be done at the national, state, and local levels to accomplish this goal. With continued strong advocacy and a coordinated effort, the goal can be met.

Train-the-Trainer Approach in the Eco-Healthy Child Care® Program

2018 ◽  
Vol 5 (2) ◽  
pp. 59-65
Author(s):  
Robyn Gilden ◽  
Kathleen McElroy ◽  
Erika Friedmann ◽  
Adam Spanier ◽  
Heesook Son ◽  
...  
Keyword(s):  
Child Care ◽  
Healthy Child ◽  
Train The Trainer

Psychoses and Child Care

2016 ◽  
pp. 35-44
Author(s):  
Donald W. Winnicott
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Child Care ◽  
Healthy Child ◽  
Emotional Development ◽  
Healthy Adult ◽  
Early Stages ◽  
Emotional Environment

This essay describes how the tasks involved in the early stages of infant emotional development cannot be accomplished except in an emotional environment that is good enough. Childcare aims to produce a healthy child and, ultimately, a healthy adult. Winnicott emphasises his belief that mental health is laid down by the mother during her maternal preoccupation with the care of her infant, and he details various ‘failures’ of care and environment that can lead to later mental illness for the child.

Filling the Gap - Creating Healthy Child Care Environments

2004 ◽  
Author(s):  
Teree Hokanson ◽  
Danielle Ladouceur
Keyword(s):  
Child Care ◽  
Healthy Child

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

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