{"id":31,"date":"2021-11-02T18:57:12","date_gmt":"2021-11-02T18:57:12","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-one-childrens-well-being-and-early-childhood-education\/"},"modified":"2025-05-21T16:16:18","modified_gmt":"2025-05-21T16:16:18","slug":"chapter-one-childrens-well-being-and-early-childhood-education","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-one-childrens-well-being-and-early-childhood-education\/","title":{"raw":"Chapter One: Children&#8217;s Well-being and Early Childhood Education","rendered":"Chapter One: Children&#8217;s Well-being and Early Childhood Education"},"content":{"raw":"<h2 style=\"text-align: center\"><strong>Children's Well-being and Early Childhood Education<\/strong><\/h2>\n<table>\n<thead>\n<tr>\n<td><\/td>\n<td><em>A culture of wellness exists when staff and child health and safety are valued, supported, and promoted through health &amp; wellness programs, policies, and environment.<a href=\"#FNref1\"><b> [1]<\/b><\/a><\/em><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n&nbsp;\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nObjectives\n\nAt the end of this chapter, you should be able to:\n<ul>\n \t<li>Explain why health and well-being in early childhood is so important.<\/li>\n \t<li>Describe qualities and benefits of high-quality early care and education programs.<\/li>\n \t<li>Outline what the book will be addressing in regards to safety, health, and nutrition.<\/li>\n \t<li>Discuss what licensing is and its role in keeping children safe and healthy.<\/li>\n \t<li>Compare and contrast Rule 2 (family child care) and Rule 3 (child care centers) licensing requirements.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h4>Introduction<\/h4>\nEvidence shows that experiences in childhood are extremely important for a child\u2019s healthy development and lifelong learning. How a child develops during this time affects future cognitive, social, emotional, language, and physical development, which in turn influences school readiness and later success in life. Research on a number of adult health and medical conditions points to pre-disease pathways that have their beginnings in early and middle childhood.\n\n&nbsp;\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-24 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2021\/11\/image2.jpeg\" alt=\"Six toddlers sitting on the rug in a circle looking at a teacher.\" width=\"300\" height=\"200\"> Figure 1.1 - What happens when children are young can have a lifelong effect. [2][\/caption]&nbsp;\n\nDuring early childhood, the human brain grows to 90 percent of its adult size by age 3.\u00a0Early childhood represents the period when young children reach developmental milestones that include:\n<ul>\n \t<li>Emotional regulation and attachment<\/li>\n \t<li>Language development<\/li>\n \t<li>Cognitive development<\/li>\n \t<li>Physical development (motor skills)<\/li>\n<\/ul>\n&nbsp;\n\nAll of these milestones can be significantly delayed when young children experience inadequate caregiving, environmental stressors, and other negative risk factors. These stressors and factors can affect the brain and may seriously compromise a child\u2019s physical, social-emotional, and cognitive growth and development.\n\nMore than any other developmental periods, childhood sets the stage for:\n<ul>\n \t<li>School success<\/li>\n \t<li>Health literacy<\/li>\n \t<li>Self-discipline<\/li>\n \t<li>The ability to make good decisions about risky situations<\/li>\n \t<li>Eating habits<\/li>\n \t<li>Conflict negotiation and healthy relationships with family and friends[<a href=\"#FNref3\">3<\/a>]<\/li>\n<\/ul>\n<h5>Understanding Childhood Health Concerns<\/h5>\nAlthough young children are typically healthy, it is during this time that they are at risk for conditions such as:\n<ul>\n \t<li>Developmental and behavioral disorders<\/li>\n \t<li>Child maltreatment<\/li>\n \t<li>Asthma and other chronic conditions<\/li>\n \t<li>Obesity<\/li>\n \t<li>Dental caries (cavities)<\/li>\n \t<li>Unintentional injuries<\/li>\n<\/ul>\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-25 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image3.jpeg\" alt=\"Dentist and assistant checking a child for dental caries (cavities).\" width=\"300\" height=\"198\"> Figure 1.2 \u2013 Young children may develop dental caries (cavities). [4][\/caption]\n<p style=\"text-align: left\"><span style=\"text-align: initial;font-size: 1em\">While typically nonfatal, these conditions affect children, their education, their relationships with others, and the health and well-being of the adolescents and adults they will become.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref5\">[5]<\/a><\/p>\n\n<h5>Emerging Issues in Childhood Health<\/h5>\nThe keys to understanding childhood health are recognizing the important roles these periods play in adult health and well-being and focusing on conditions and illnesses that can seriously limit children\u2019s abilities to learn, grow, play, and become healthy adults.\n\n&nbsp;\n\nPrevention efforts in early and middle childhood can have lasting benefits.\u00a0Emerging issues in early and middle childhood include implementing and evaluating multidisciplinary public health interventions that address social determinants of health by:\n<ul>\n \t<li>Fostering knowledgeable and nurturing families, parents, and caregivers<\/li>\n \t<li>Creating supportive and safe environments in home, schools, and communities<\/li>\n \t<li>Increasing access to high-quality health care<a href=\"#FNref6\">[6]<\/a><\/li>\n<\/ul>\nEarly Childhood Development and Education\n\nEarly childhood, particularly the first 5 years of life, impacts long\u2013term social, cognitive, emotional, and physical development. Healthy development in early childhood helps prepare children for the educational experiences of kindergarten and beyond. Early childhood development and education opportunities are affected by various environmental and social factors, including:\n<ul>\n \t<li>Early life stress<\/li>\n \t<li>Socioeconomic status<\/li>\n \t<li>Relationships with parents and caregivers<\/li>\n \t<li>Access to early education programs<\/li>\n<\/ul>\nEarly life stress and adverse events can have a lasting impact on the mental and physical health of children. Specifically, early life stress can contribute to developmental delays and poor health outcomes in the future.\u00a0Stressors such as physical abuse, family instability, unsafe neighborhoods, and poverty can cause children to have inadequate coping skills, difficulty regulating emotions, and reduced social functioning compared to other children their age.\n\nAdditionally, exposure to environmental hazards, such as lead in the home, can negatively affect a child's health and cause cognitive developmental delays.\u00a0Research shows that lead exposure disproportionately affects children from minority and low\u2013income households and can adversely affect their readiness for school.\n\nThe socioeconomic status of young children's families and communities also significantly affects their educational outcomes.\u00a0Specifically, poverty has been shown to negatively influence the academic achievement of young children.\u00a0Research shows that, in their later years, children from disadvantaged backgrounds are more likely to need special education, repeat grades, and drop out of high school.\u00a0Children from communities with higher socioeconomic status and more resources experience safer and more supportive environments and better early education programs.\n<table>\n<thead>\n<tr>\n<td>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\"><span style=\"color: #000000\"><strong>The Effects of Poverty on Education<\/strong><\/span><\/header>\n<div class=\"textbox__content\">\n<table>\n<thead>\n<tr>\n<td style=\"width: 115px\">\n<h5><span style=\"color: #000000\"><img class=\"alignnone wp-image-24\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image4-300x280.png\" alt=\"\" width=\"91\" height=\"85\"><\/span><\/h5>\n<\/td>\n<td style=\"width: 835px\"><span style=\"color: #000000\">\u201cDespite being one of the most developed countries in the world, the United States has one of the highest rates of childhood poverty globally.\u201d<a style=\"color: #000000\" href=\"#FNref7\">[7]<\/a> \u201cPoverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood.\u201d<a style=\"color: #000000\" href=\"#FNref8\">[8]<\/a> Research has shown that children from families in poverty enter school with a readiness gap. Contributions to this gap include:<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Poor physical development and health (due to poor nutrition and lack of access to medical care)<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Challenges with concentration, memory, attentiveness, curiosity, and motivation<a style=\"color: #000000\" href=\"#FNref9\">[9]<\/a> due to the chronic stress of living in poverty<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Greater risk for behavioral and emotional problems<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exposure to environmental hazards (such as lead paint) and violence in their communities.<\/span>\n\n<span style=\"color: #000000\">Two additional things that are important to note:<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 This gap disproportionately affects Black and Latinx children.<\/span>\n\n<span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Families experiencing poverty have challenges finding affordable, high-quality early care and education programs and are often in districts with under-resourced schools. <a style=\"color: #000000\" href=\"#FNref10\">[10]<\/a><\/span><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<\/div>\n<\/div>\n&nbsp;<\/td>\n<td>\n<h5><\/h5>\n&nbsp;<\/td>\n<\/tr>\n<\/thead>\n<\/table>\nEarly childhood programs are a critical outlet for fostering the mental and physical development of young children.\u00a0According to the Center on the Development Child at Harvard University\u2019s <em>A Science-Based Framework for Early Childhood Policy,<\/em>\n\n\u201c The principal elements that have consistently produced positive impacts include:\n<ul>\n \t<li>highly skilled teachers;<\/li>\n \t<li>small class sizes and high adult-to-child ratios;<\/li>\n \t<li>age-appropriate curricula and stimulating materials in a safe physical setting;<\/li>\n \t<li>a language-rich environment;<\/li>\n \t<li>warm, responsive interactions between staff and children; and<\/li>\n \t<li>high and consistent levels of child participation.\u201d<a href=\"#FNref11\">[11]<\/a><\/li>\n<\/ul>\nThe National Association for the Education for Young Children says that high quality programs:\n<ul>\n \t<li>Create caring communities of learners in which children develop relationships with each and the teachers and each child and family are included.<\/li>\n \t<li>Teach to support children\u2019s development and learning by being intentional with the environmental design, materials, and activities and by providing positive guidance for children\u2019s behavior.<\/li>\n \t<li>Have developmentally appropriate curriculum that helps children learn and grow that sets challenging, yet achievable goals for children, balances adult instruction and group activities with play and child-chosen experiences, provides enough time for deep engagement, and is based on the children\u2019s interests, abilities, and knowledge.<\/li>\n \t<li>Regularly assesses children\u2019s development and learning to inform their environmental design, curriculum, and interactions with children and their families.<\/li>\n \t<li>Is founded on partnerships with families in which families are respected and valued, share their goals and concerns, are encouraged to participate, and with clear communication (in a family\u2019s home language whenever possible).<a href=\"#FNref12\">[12]<\/a><\/li>\n<\/ul>\nAnd you can check out the checklist <a href=\"https:\/\/pressbooks.ccconline.org\/accece\/back-matter\/appendix-a-15-must-haves-for-all-child-care-programs-checklist\/\"><em>15 Must-Haves for All Child Care Programs<\/em><\/a> published by The Administration for Children and Families Office of Child Care in Appendix A.\u00a0 What does high-quality preschool look like?\u00a0 Watch this 6-minute video from <a href=\"https:\/\/www.youtube.com\/watch?v=wbWRWeVe1XE\">NPR Ed<\/a> to see one example.\n\nEarly childhood development and education programs can also help reduce educational gaps.\u00a0For example, Head Start is a federally funded early childhood program that provides comprehensive services for children from low\u2013income families.\u00a0Head Start aims to improve health outcomes, increase learning and social skills, and close the gap in readiness to learn for children from low\u2013income families and at-risk children.\u00a0Enrolling children in full-day kindergarten after the completion of preschool has also been shown to improve academic achievement.\n\nFurthermore, extended early childhood programs for children up to 3rd grade, also referred to as booster programs, can provide comprehensive educational, health, and social services to complement standard early childhood and kindergarten programs.\u00a0These programs help sustain and bolster early developmental and academic gains. Characteristic of such programs include:\n<ul>\n \t<li>Low student-teacher ratio<\/li>\n \t<li>Teacher training<\/li>\n \t<li>Creation of school-family partnerships<\/li>\n \t<li>School meals<\/li>\n \t<li>Provision of transportation to and from school<\/li>\n \t<li>Health care services and referrals<\/li>\n \t<li>Home visitation<\/li>\n \t<li>Supportive social services<\/li>\n<\/ul>\n&nbsp;\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-25 size-large\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-1024x576.png\" alt=\" Early Head Start\u2019s \u201cFramework for Programs Serving Infants and Toddlers and their Families.\u201d You can see how a compilation of services leads to children\u2019s well-being regardless of the age of the child. \" width=\"1024\" height=\"576\"> Figure 1.3 Early Head Start\u2019s \u201cFramework for Programs Serving Infants and Toddlers and their Families.\u201d You can see how a compilation of services leads to children\u2019s well-being regardless of the age of the child. [13][\/caption]Quality education in elementary school is necessary to reinforce early childhood interventions and prevent their positive effects from fading over time.\u00a0Research also shows that school quality has an impact on both the short\u2013 and long\u2013term educational attainment of children, as well as on their health. For example, children who enroll in low\u2013quality schools with limited health resources, safety concerns, and low teacher support are more likely to have poorer physical and mental health.\n\nThe developmental and educational opportunities that children have access to in their early years have a lasting impact on their health as adults. The Carolina Abecedarian Project found that the children in the study who participated in a high\u2013quality and comprehensive early childhood education program, including health care and nutritional components, were in better health than those who did not.\u00a0The study found that, at age 21, the people who participated in the comprehensive early education program exhibited fewer risky health behaviors\u2014for example, they were less likely to binge drink alcohol, smoke cigarettes, and use illegal drugs.\u00a0\u00a0This group also self\u2013reported better health and had a lower number of deaths.\n\nFurthermore, by their mid\u201330s the children who participated in the comprehensive early childhood development and education program had a lower risk for heart disease and associated risk factors, including obesity, high blood pressure, elevated blood sugar, and high cholesterol.\u00a0These studies show that quality early childhood development and education programs can play a key role in reducing risky health behaviors and preventing or delaying the onset of chronic disease in adulthood. We will look at what high quality programming looks like at the end of the chapter.\n\nEarly childhood development and education are key determinants of future health and well\u2013being. Addressing the disparities in access to early childhood development and education opportunities can greatly bolster young children\u2019s future health outcomes.\n\nAdditional research is needed to increase the evidence base for what can successfully impact the effects of childhood development and education on health outcomes and disparities. This additional evidence will facilitate public health efforts to address early childhood development and education as social determinants of health.<a href=\"#FNref14\">[14]<\/a>\n<h3>Importance of Considering Holistic Development<\/h3>\nEarly childhood education (ECE) is not a singular concept, but rather a holistic concept that focuses on several aspects of a child's development, including their cognitive, social, emotional, moral, spiritual, and physical well-being (American Academy of Pediatrics 2012; Chisholm 2004; Tinajero &amp; Loizillon 2012). According to Shonkoff,\u00a0<em>et al.<\/em>\u00a0(2011), debates about early childhood education often focus on education and the enhancement of children's cognitive skills and later academic progress. However, these authors stress the importance of viewing children in a holistic manner as part of a bigger system. In this manner, early childhood education becomes a vehicle for enhancing the physical, cognitive, mental, social and economic well-being of individuals and the societies in which they live. Early care and education programs should enhance multiple interrelated dimensions of a child's life; including health and safety, nutrition, emotional well-being, and social competence.<a href=\"#FNref15\">[15]<\/a>\n<h3>Focus on Wellness<\/h3>\nRather than waiting for health issues to arise, families and early childhood education programs should focus on supporting children\u2019s wellness. \u201cWellness describes the entirety of one\u2019s physical, emotional, and social health; this includes all aspects of functioning in the world (physiological, intellectual, social, and spiritual), as well as subjective feelings of well-being. A child who is doing well frequently experiences joy, delight, and wonder, is secure and safe in his\/her family and community, and is continually expanding and deepening his\/her engagement with the world around him\/her.\u201d<a href=\"#FNref16\">[16]<\/a>\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-28 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image6.jpeg\" alt=\"Well children can engage in their environment and with others. \" width=\"300\" height=\"187\"> Figure 1.4 - Well children can engage in their environment and with others. [17][\/caption]\n<p style=\"text-align: center\">Wellness is an active process. It requires awareness and directed, thoughtful attention to the choices we make. Early care and education programs can play a critical role in helping children, families and staff commit to and implement healthy lifestyle choices that promote both physical and mental well-being. The two, in fact, are closely linked. Our feelings, thoughts, and behaviors directly impact our physical health. Similarly, our physical health status has a direct impact on our feelings, thoughts, and behaviors.<a href=\"#FNref18\">[18]<\/a><\/p>\nWe must also support children\u2019s mental well-being and help them navigate everyday stress and adversity as well as trauma and significant sources of stress. The American Psychological Association shares that \u201c[b]uilding resilience \u2014 the ability to adapt well to adversity, trauma, tragedy, threats or even significant sources of stress \u2014 can help our children manage stress and feelings of anxiety and uncertainty.\u201d<a href=\"#FNref19\">[19]<\/a>\n\nIt is important that children are in an environment that keeps them physically and emotionally safe and healthy and provides sound nutrition. As an early educator, providing these requires attention, planning, and intention.\n<h3>Introduction to Safety, Health, and Nutrition<\/h3>\nThis book is divided into three sections. These include:\n<ul>\n \t<li>Safety<\/li>\n \t<li>Health<\/li>\n \t<li>Nutrition<\/li>\n<\/ul>\n<h5>Safety<\/h5>\nChildren are curious and eager to learn. They depend on their caregivers to keep them safe by making sure that nothing within a child\u2019s reach can harm them. Injuries are a serious health risk to young children. But most injuries are predictable and preventable.<a href=\"#FNref20\">[20]<\/a>\n\n&nbsp;\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-29 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image7.jpeg\" alt=\"This playground protects children from falls and from the sun.\u00a0\u00a0But it fails to protect children by being enclosed with a fence and gate. \" width=\"300\" height=\"225\"> Figure 1.5 - This playground protects children from falls and from the sun.\u00a0\u00a0But it fails to protect children by being enclosed with a fence and gate. [21][\/caption]<span style=\"text-align: initial;font-size: 1em\">ECE programs can prevent risks and unnecessary harm to children by committing to a culture of safety. A culture of safety prioritizes safety at all levels. It encourages programs to learn from past problems and prevent them in the future.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref22\">[22]<\/a><span style=\"text-align: initial;font-size: 1em\"> Programs should not assume that nothing will ever go wrong. In fact, they should plan that something is going to go wrong. And their goal is to make it as hard as possible for things to go wrong.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref23\">[23]<\/a>\n\nChapters 2 through 5 will focus on ways programs can protect children\u2019s safety.\n<ul>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-two-preventing-injury-protecting-childrens-safety\/\">Chapter 2<\/a> discusses active supervision and creating a culture of safety<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-three-creating-safe-indoor-environments\/\">Chapter 3<\/a> covers creating safe indoor environments<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-four-creating-safe-outdoor-environments\/\">Chapter 4<\/a> examines creating safe outdoor environments<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-five-caring-for-minor-injuries-and-preparing-for-and-managing-emergencies\/\">Chapter 5<\/a> addresses caring for minor injuries and managing emergencies<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-six-child-maltreatment\/\">Chapter 6<\/a> discusses child maltreatment (abuse and neglect)<\/li>\n<\/ul>\n<h5>Health<\/h5>\n\u201cHealth is more than merely the absence of disease\u2014it is an evolving human resource that helps children and adults adapt to the challenges of everyday life, resist infections, cope with adversity, feel a sense of personal well-being, and interact with their surroundings in ways that promote successful development.\u201d<a href=\"#FNref24\">[24]<\/a>\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-30 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image8.jpeg\" alt=\"Group of children learning about handwashing to prevent the spread of illness. \" width=\"300\" height=\"206\"> Figure 1.6 - These children are learning about handwashing to prevent the spread of illness. [25][\/caption]As mentioned at the beginning of the chapter, research is showing that many adult health issues, such as high blood pressure, heart disease, and diabetes, are linked to what happens during early childhood (and even prenatally!). We also know that during early childhood there are biological systems that are more sensitive to environmental factors (such as child maltreatment, malnutrition, and recurring issues to infectious disease).<a href=\"#FNref26\">[26]<\/a>\n\nIt is vital for children and their families to have support for children\u2019s physical, oral, and mental health. This happens through promoting health and protection from illness.\n\nChapters 7 through 11 focus on children\u2019s health.\n<ul>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-seven-promoting-good-health-wellness\/\">Chapter 7<\/a> examines promoting health<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-eight-prevention-of-illness\/\">Chapter 8<\/a> looks at preventing illness<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-nine-supportive-health-care\/\">Chapter 9<\/a> addresses supportive health care<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-ten-children-with-special-health-care-needs\/\">Chapter 10<\/a> describes special health care needs during childhood<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-eleven-childrens-mental-health\/\">Chapter 11<\/a> discusses children\u2019s mental health<\/li>\n<\/ul>\n<h5>Nutrition<\/h5>\nHealthy eating and being active are essential to a child's well-being. Children who are under- or over-nourished are at risk for chronic health problems.<a href=\"#FNref27\">[27]<\/a>\u00a0Early childhood is an important time for developing healthy habits for life. Children\u2019s bodies grow and develop in ways that affect the way they think, eat, and behave.<a href=\"#FNref28\">[28]<\/a>\n\nA healthy diet not only affects growth, but also immunity, intellectual capabilities, and emotional well-being. Families and educators must ensure that children receive an adequate amount of needed nutrients to provide a strong foundation for the rest of their lives.<a href=\"#FNref29\">[29]<\/a>\n\n&nbsp;\n\n[caption id=\"attachment_25\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-31 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image9.jpeg\" alt=\"This teacher and child are setting the table for a meal.\" width=\"300\" height=\"199\"> Figure 1.7 - This teacher and child are setting the table for a meal. [30][\/caption]\n<p style=\"text-align: left\"><span style=\"text-align: initial;font-size: 1em\">Chapters 12 through 15 focus on nutrition for children.<\/span><\/p>\n\n<ul>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-twelve-basic-nutrition-for-children\/\">Chapter 12<\/a> delves into basic nutrition for children<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-thirteen-protecting-good-nutrition-and-physical-wellness\/\">Chapter 13<\/a> examines protecting nutrition and wellness<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-fourteen-providing-good-nutrition\/\">Chapter 14<\/a> discusses providing good nutrition<\/li>\n \t<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-fifteen-menu-planning-and-food-safety\/\">Chapter 15<\/a> addresses menu planning and food safety<\/li>\n<\/ul>\n<h4>Introduction to Licensing for Child Care Centers in Minnesota<\/h4>\nLicensing for child care programs in the state of Minnesota is overseen by the Licensing Division of the Minnesota Department of Human Services (DHS), whose primary mission is to ensure the health and safety of all children enrolled in licensed child care facilities in Minnesota.\n\nLicensing oversees the operation of licensed child care facilities in child care centers (Rule 3) and family child care homes (Rule 2). By definition, both types of child care facilities provide nonmedical, age-appropriate care and supervision of infant to school-age children for less than 24 consecutive hours at a time.\n\n<em>Child care centers<\/em> provide care in a large-group setting, usually operate in an institutional or commercial building, and must meet a number of requirements regarding their physical facilities, and the services they provide. For the most part, when this book refers to licensing requirements, it will be referencing licensing for child care centers.\n\n<em>Family child care homes<\/em> provide care in small-group settings in the licensee\u2019s private house or apartment. They include three types of facilities: A) Family Child Care, B) Specialized Infant and Toddler Family Child Care and C) Group Family Child Care.\n\nDepending on the type of license, the maximum number of children who can be in care is 10-14 children (10 years and younger) at any one time.\u00a0 The key to licensing\u2019s effort to protect the health and safety of children in child care is a thorough licensing and inspection program that ensures all facilities are in compliance.\u00a0DHS Licensing is mandated by law to ensure that licensed facilities meet established health and safety standards and that the licensee has access to all relevant information about the department.\n\nThe Department of Human Services (DHS) Licensing Division has a critical role in monitoring and supporting health and safety in approximately 10,600 licensed child care programs in Minnesota. Licensure provides the necessary oversight mechanisms to ensure child care is provided in a healthy and safe environment, provided by qualified people, and can meet the developmental needs of all children in care.\u00a0 Once a facility meets all the requirements to obtain a license, licensing\u2019s principal way of helping facilities maintain compliance is through annual site visits by licensing inspectors. In addition to conducting these inspections, our licensors work with licensees to address any needed changes, and conduct follow-up visits to confirm that problems have been eliminated. It is also the role of the licensor to investigate any complaints about a facility and consult with licensees to ensure they are aware of their rights and responsibilities.\n\nDHS licensors work with child care centers on an ongoing basis to provide assistance and answer questions. DHS staff also provide substantial technical assistance (TA) to county licensors throughout the year. \u00a0They serve as a link between licensing and the community of licensees, provide information about licensed child care to families and the public, act as a liaison with businesses, child care organizations, and resource and referral agencies, and coordinate complaints and concerns on behalf of children in care. As a result, licensing is both an enforcement agency and a resource on health and safety requirements.<a href=\"#FNref31\">[31]<\/a>\n\nThe complete licensing regulations, often referred to as Rule 2 (family child care) or Rule 3 (child care centers), can be found on the Licensing Division of the Minnesota Department of Human Services Child Care Regulations webpage (see Resources for Further Exploration). Highlights of the regulations can be found in Appendix B.\n<h5>Comparing Licensing Requirements for Early Childhood Centers and Family Childcare Programs<\/h5>\nThere are more stringent requirements for child care centers than family child care homes. The most notable difference is stricter adult-to-child ratios and staff qualifications. See Table 1.1 for a comparison of ratios.<a href=\"#FNref32\">[32]<\/a>\u00a0 The required levels of staff qualifications are also different.\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\"><strong>Table 1.1 \u2013 Rule 2 and Rule 3 Adult to Child Ratio Comparison <a href=\"#FNref33\">[33]<\/a>,<a href=\"#FNref34\">[34]<\/a>,<a href=\"#FNref35\">[35]\u00a0<\/a><\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<table class=\"grid landscape aligncenter\" style=\"width: 477px\">\n<thead>\n<tr>\n<td style=\"width: 124.132px\"><strong>Age Group<\/strong><\/td>\n<td style=\"width: 161.302px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 171.163px\"><strong>Rule 2<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td style=\"width: 124.132px\">Infants<\/td>\n<td style=\"width: 161.302px\">1 adult to 4 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 2 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">Toddlers<\/td>\n<td style=\"width: 161.302px\">1 adult to 7 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 3 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">Preschoolers<\/td>\n<td style=\"width: 161.302px\">1 adult to 10 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 6 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">School-Aged<\/td>\n<td style=\"width: 161.302px\">1 adult to 15 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 10 children*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<span style=\"text-align: initial;font-size: 1em\">* Because the age groups are combined in family child care, the ratio cannot exceed these numbers, for a maximum\/total capacity of 10 children.<\/span>\n<h5>Accreditation from the National Association for the Education of Young Children (NAEYC)<\/h5>\nWhile not legal regulations, there are even further requirements in place for programs that choose to pursue voluntary accreditation by the National Association for the Education of Young Children. One of the differences you will notice between licensing and accreditation is some levels of staff qualifications. See Table 1.2 for a comparison of staff qualifications.\n\n&nbsp;\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\"><strong>Table 1.2 \u2013 Staff Qualifications Comparison <a href=\"#FNref36\">[36]<\/a>,<a href=\"#FNref37\">[37]<\/a>,<a href=\"#FNref38\">[38]<\/a>,<a href=\"#FNref39\">[39]<\/a><\/strong><\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\n<strong>Teachers' Aides and Assistants<\/strong>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td><strong>Rule 2<\/strong><\/td>\n<td>Must be at least 18 years old.\u00a0 (Helpers can be 13-18 years old).<\/td>\n<\/tr>\n<tr>\n<td><strong>Rule 3<\/strong><\/td>\n<td>Aide: Must be at least 16 years old, must be directly supervised at all times.\n\nAssistant: Must be 18 years old and have 8 ECE college credits or equivalent and 1 year experience.<\/td>\n<\/tr>\n<tr>\n<td><strong>NAEYC Accreditation<\/strong><\/td>\n<td>Child Development Associate (CDA) or 12 units in early childhood education, child development, elementary education, and\/or early childhood special education.<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<strong>Teacher<\/strong>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 2<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old and have required health and safety training.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 838.993px\">Teacher: Must have 16 ECE college credits or equivalent and 1 year experience.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>NAEYC Accreditation<\/strong><\/td>\n<td style=\"width: 838.993px\">A minimum of higher education degree in early childhood education, child development, elementary education, or early childhood special education or 60 units with 30 units in early childhood education, child development, elementary education, and\/ or early childhood special education. (preferred accredited higher education institutions).<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<strong>Director\/Administrator<\/strong>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 2<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old and have required health and safety training.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old, high school graduate, 6 ECE college credits or equivalent and 6 months experience.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>NAEYC Accreditation<\/strong><\/td>\n<td style=\"width: 838.993px\">A minimum of a baccalaureate-level higher education degree in early childhood education, child development, elementary education, or early childhood special education; or 120 college units with 36 units in early childhood education, child development, elementary education, and\/or early childhood special education.<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<\/div>\n<\/div>\n<span style=\"text-align: initial;font-size: 1em\">While licensing regulations ensure that children stay safe and healthy, high quality care goes even further to provide the best start for young children. One reason that programs choose to become NAEYC accredited is to document the quality of care and education they provide children and families they serve. There are other processes and assessments that programs may use to ensure high quality, as well.\u00a0 In Minnesota, that includes the Parent Aware Quality Rating and Improvement System.\u00a0 This is a voluntary program that helps families find quality child care and early education and helps early learning programs improve their practices in order to prepare the children for school and life.<\/span>\n<table>\n<thead>\n<tr>\n<td><\/td>\n<td>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Pause to Reflect<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<table style=\"border-collapse: collapse;width: 100%\" border=\"0\">\n<tbody>\n<tr>\n<td style=\"width: 11.9243%\"><img class=\"alignnone wp-image-30\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon-230x300.png\" alt=\"\" width=\"100\" height=\"130\"><\/td>\n<td style=\"width: 88.0757%\">As you progress through this book and course, what connections can you make about how being knowledgeable about health, safety, and nutrition will support early childhood educators in both following licensing and other applicable regulations and ensuring they provide high quality care for young children and their families?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n&nbsp;\n\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<h4><strong>Summary<\/strong><\/h4>\nEarly childhood is a critical time in development. Many outcomes, both positive and negative, have their beginnings in these years. It is vital that children\u2019s health and safety be protected. High-quality early care and education programs can play a valuable role in improving outcomes for children.\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter 1 Review<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\n[h5p id=\"1\"]\n\n&nbsp;\n\n<\/div>\n<\/div>\n<h5><strong>Resources for Further Exploration<\/strong><\/h5>\n<ul>\n \t<li><a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">National Resource Center For Health and Safety In Child Care and Early Education<\/a>: <a href=\"https:\/\/nrckids.org\/\">https:\/\/nrckids.org\/<\/a><\/li>\n \t<li><a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">Caring for our Children 4th edition<\/a>): <a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf<\/a><\/li>\n \t<li><a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf\">Caring for our Children Checklist<\/a>: <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf\">https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf<\/a><\/li>\n \t<li><a href=\"https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx\">Healthy Child Care<\/a>: <a href=\"https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx\">https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx<\/a><\/li>\n \t<li><a href=\"https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/\">National Scientific Council\u00a0on the\u00a0Developing Child<\/a>: <a href=\"https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/\">https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/<\/a><\/li>\n \t<li><a href=\"http:\/\/www.stress.org\">American Institute of Stress<\/a>: <a href=\"http:\/\/www.stress.org\">http:\/\/www.stress.org<\/a><\/li>\n \t<li><a href=\"http:\/\/www.nccp.org\">National Center for Children in Poverty<\/a>: <a href=\"http:\/\/www.nccp.org\">http:\/\/www.nccp.org<\/a><\/li>\n \t<li><a href=\"https:\/\/www.cdc.gov\/childrensmentalhealth\/\">Children\u2019s Mental Health<\/a>: <a href=\"https:\/\/www.cdc.gov\/childrensmentalhealth\/\">https:\/\/www.cdc.gov\/childrensmentalhealth\/<\/a><\/li>\n \t<li><a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture\"><em>Embedding Health and Safety in Your Program\u2019s Culture<\/em> Head Start webinar<\/a>: <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture\">https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture<\/a><\/li>\n \t<li><a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/family\/\">Licensing help for child care providers<\/a>: <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/\">https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/<\/a><\/li>\n \t<li><a href=\"https:\/\/www.parentaware.org\/#\/\">Parent Aware Minnesota<\/a>:Offers tools and resources to help early learning programs help families with young children succeed.<\/li>\n \t<li><a href=\"https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation\">NAEYC Early Learning Program Accreditation<\/a>: <a href=\"https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation\">https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation<\/a><\/li>\n \t<li><a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">A Science-Based Framework for Early Childhood Policy<\/a>: <a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf<\/a><\/li>\n<\/ul>\n<div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter Workbook<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\n[h5p id=\"2\"]\n\n<\/div>\n<\/div>\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.26562em\">References<\/span>\n\n<\/div>\n<span style=\"text-align: initial;font-size: 1em\">[1] <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/sfhf-embedding-health-safety-program-culture.pdf\">Embedding Health and Safety in Your Program\u2019s Culture<\/a><span style=\"text-align: initial;font-size: 1em\"> by the <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a><span style=\"text-align: initial;font-size: 1em\"> is in the public domain.<\/span>\n<div>\n<div>\n\n\u00a0[2] Sanderlin, R. (2020). How to Find a Military Daycare. <em>Military.com. <\/em>Retrieved from <a href=\"https:\/\/www.military.com\/spouse\/relationships\/child-care-and-elder-care\/how-to-find-a-military-daycare.html\">https:\/\/www.military.com\/spouse\/relationships\/child-care-and-elder-care\/how-to-find-a-military-daycare.html<\/a>\n\n<\/div>\n<div>\n\n[3] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> from the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[4] <a href=\"https:\/\/www.scott.af.mil\/News\/Article\/1785140\/scott-afb-dentists-assistants-help-give-kids-a-smile\/\">Scott AFB dentists, assistants help \u2018Give Kids A Smile\u2019<\/a>, by Airman 1st class Isaiah Gonzalez, is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[5] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[6] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[7] ChildFund International. (2013). The Effects of Poverty on Education in the United States. Retrieved from https:\/\/www.childfund.org\/Content\/NewsDetail\/2147489206\/\n\n<\/div>\n<div>\n\n\u00a0[8] American Psychological Association. (2020). Effects of Poverty, Hunger and Homelessness on Children and Youth. Retrieved from https:\/\/www.apa.org\/pi\/families\/poverty\n\n<\/div>\n<div>\n\n\u00a0[9] ChildFund International. (2013). The Effects of Poverty on Education in the United States. Retrieved from https:\/\/www.childfund.org\/Content\/NewsDetail\/2147489206\/\n\n<\/div>\n<div>\n\n\u00a0[10] American Psychological Association. (2020). Effects of Poverty, Hunger and Homelessness on Children and Youth. Retrieved from https:\/\/www.apa.org\/pi\/families\/poverty\n\n<\/div>\n<div>\n\n\u00a0[11] Harvard University Center on the Developing Child. (n.d.). A Science-Based Framework for Early Childhood Policy. Retrieved from <a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf<\/a>\n\n<\/div>\n<div>\n\n\u00a0[12] NAEYC. (2020). What Does a High-Quality Preschool Program Look Like? Retrieved from <a href=\"https:\/\/www.naeyc.org\/our-work\/families\/what-does-high-quality-program-for-preschool-look-like\">https:\/\/www.naeyc.org\/our-work\/families\/what-does-high-quality-program-for-preschool-look-like<\/a>\n\n<\/div>\n<div>\n\n\u00a0[13] N. Aikens, Y. Xue, E. Bandel, P. Caronongan, C.A. Vogel, and K. Boller (2015). Early Head Start Home Visits and Classrooms: Stability, Predictors, and Thresholds of Quality. OPRE Brief 2015-34. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/opre\/early_head_start_home_visits_classrooms_stability_predictors.pdf\">https:\/\/www.acf.hhs.gov\/sites\/default\/files\/opre\/early_head_start_home_visits_classrooms_stability_predictors.pdf<\/a>\n\n<\/div>\n<div>\n\n\u00a0[14] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/social-determinants-health\/interventions-resources\/early-childhood-0\">Early Childhood and Development and Education<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[15] <a href=\"http:\/\/www.scielo.org.za\/scielo.php?script=sci_arttext&amp;pid=S2223-76822016a000100007\">http:\/\/www.scielo.org.za\/scielo.php?script=sci_arttext&amp;pid=S2223-76822016a000100007<\/a>\n\n<\/div>\n<div>\n\n\u00a0[16] Murphey, D., et al. (2014). Are the Children Well? A Model and Recommendations for Promoting the Mental Wellness of the Nation\u2019s Young People. <em>Robert Wood Johnson Foundation<\/em>. Retrieved from <a href=\"https:\/\/www.childtrends.org\/wp-content\/uploads\/2014\/07\/2014-33AreChildrenWellRWJF.pdf\">https:\/\/www.childtrends.org\/wp-content\/uploads\/2014\/07\/2014-33AreChildrenWellRWJF.pdf<\/a>\n\n<\/div>\n<div>\n\n\u00a0[17] <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Preschool Program Guidelines<\/a> by the <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Department of Education<\/a> is used with permission.\n\n<\/div>\n<div>\n\n\u00a0[18] \u00a0<a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/mental-health-201706.pdf\">Strong Foundations in Mental Health for Social and Emotional Well-Being Newsletter<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/about-us\/article\/national-center-early-childhood-health-wellness-ncechw\">National Center on Early Childhood Health and Wellness<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[19] American Psychological Association. (n.d.). Resilience Guide for Parents and Teachers. Retrieved from <a href=\"https:\/\/www.apa.org\/helpcenter\/resilience\">https:\/\/www.apa.org\/helpcenter\/resilience<\/a>.\n\n<\/div>\n<div>\n\n\u00a0[20] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/guide-to-safety-conversations.pdf\">A Guide to Safety Conversations with Families<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/about-us\/article\/national-center-early-childhood-health-wellness-ncechw\">National Center on Early Childhood Health and Wellness<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[21] <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Playground.jpg\">Image<\/a> by <a href=\"https:\/\/en.wikipedia.org\/wiki\/User:Fir0002\">Fir0002<\/a> on Wikimedia commons is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\">CC BY-SA 3.0<\/a>\n\n<\/div>\n<div>\n\n\u00a0[22] \u00a0<a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/creating-enhancing-culture-safety\">Creating and Enhancing a Culture of Safety<\/a> by the <a href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[23] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/creating-enhancing-culture-safety\">Creating and Enhancing a Culture of Safety<\/a> by the <a href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[24] National Forum on Early Childhood Policy and Programs &amp; National Scientific Council on the Developing Child. (n.d.). The Foundations of Lifelong Health are Built in Early Childhood. Retrieved from <a href=\"https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf\">https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf<\/a>\n\n<\/div>\n<div>\n\n\u00a0[25] <a href=\"https:\/\/www.ramstein.af.mil\/News\/Article-Display\/Article\/726656\/scrubby-bear-teaches-cdc-dont-get-sick-wash-up-quick\/\">Image<\/a> by Senior Airman Jonathan Stefanko is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[26] National Forum on Early Childhood Policy and Programs &amp; National Scientific Council on the Developing Child. (n.d.). The Foundations of Lifelong Health are Built in Early Childhood. Retrieved from <a href=\"https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf\">https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf<\/a>\n\n<\/div>\n<div>\n\n\u00a0[27] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/nutrition\/article\/encourage-healthy-eating-habits\">Encourage Healthy Eating Habits<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/\">Early Childhood Learning and Knowledge Center<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[28] <a href=\"https:\/\/www.choosemyplate.gov\/\">ChooseMyPlate<\/a> by the <a href=\"https:\/\/www.usda.gov\/\">USDA<\/a> is in the public domain.\n\n<\/div>\n<div>\n\n\u00a0[29] <a href=\"http:\/\/pressbooks-dev.oer.hawaii.edu\/humannutrition\/chapter\/infancy\/\">Human Nutrition [DEPRECATED]<\/a> by University of Hawai\u2019i at M\u0101noa Food Science and Human Nutrition Program is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a>\n\n[30] <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/psframeworkkvol1.pdf\">California Preschool Curriculum Framework Volume<\/a> 1 by the <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Department of Education<\/a> is used with permission.\n\n[31] <a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/edocs.dhs.state.mn.us\/lfserver\/Public\/DHS-3790-ENG\">Minnesota Licensed Child Care Statistics<\/a><span style=\"text-align: initial;font-size: 1em\">.<\/span>\n\n<\/div>\n<div>\n\n\u00a0[32] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9503\/\">DHS Rule 3<\/a>\n\n<\/div>\n<div>\n\n\u00a0[33] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9502\/\">DHS Rule 2<\/a>\n\n<\/div>\n<div>\n\n\u00a0[34] <a href=\"https:\/\/mn.gov\/dhs\/assets\/ratio-and-group-size-standards-for-licensed-child-care_tcm1053-340437.pdf\">State Ratio and Group Size Standards<\/a>.\n\n<\/div>\n<div>\n\n\u00a0[35] Laws, Regulations, &amp; Requirements for <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/centers\/\">Child Care Centers<\/a> and <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/family\/\">Family Child Care<\/a>.\n\n<\/div>\n<div>\n\n\u00a0[36] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9502\/\">Rule 2 Regulations<\/a>\n\n<\/div>\n<div>\n\n\u00a0[37] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9503\/\">Rule 3 Regulations<\/a>\n\n<\/div>\n<div>\n\n\u00a0[38] <a href=\"https:\/\/edocs.dhs.state.mn.us\/lfserver\/Public\/DHS-3790-ENG\">Understanding Licensed Child Care in Minnesota<\/a>.\n\n<\/div>\n<div>\n\n\u00a0[39] <a href=\"https:\/\/www.naeyc.org\/sites\/default\/files\/globally-shared\/downloads\/PDFs\/accreditation\/early-learning\/standards_and_assessment_web_1.pdf#page=77\">NAEYC. (2018). Standards and Assessment<\/a>\n\n<\/div>\n<\/div>","rendered":"<h2 style=\"text-align: center\"><strong>Children&#8217;s Well-being and Early Childhood Education<\/strong><\/h2>\n<table>\n<thead>\n<tr>\n<td><\/td>\n<td><em>A culture of wellness exists when staff and child health and safety are valued, supported, and promoted through health &amp; wellness programs, policies, and environment.<a href=\"#FNref1\"><b> [1]<\/b><\/a><\/em><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Objectives<\/p>\n<p>At the end of this chapter, you should be able to:<\/p>\n<ul>\n<li>Explain why health and well-being in early childhood is so important.<\/li>\n<li>Describe qualities and benefits of high-quality early care and education programs.<\/li>\n<li>Outline what the book will be addressing in regards to safety, health, and nutrition.<\/li>\n<li>Discuss what licensing is and its role in keeping children safe and healthy.<\/li>\n<li>Compare and contrast Rule 2 (family child care) and Rule 3 (child care centers) licensing requirements.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h4>Introduction<\/h4>\n<p>Evidence shows that experiences in childhood are extremely important for a child\u2019s healthy development and lifelong learning. How a child develops during this time affects future cognitive, social, emotional, language, and physical development, which in turn influences school readiness and later success in life. Research on a number of adult health and medical conditions points to pre-disease pathways that have their beginnings in early and middle childhood.<\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-24 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2021\/11\/image2.jpeg\" alt=\"Six toddlers sitting on the rug in a circle looking at a teacher.\" width=\"300\" height=\"200\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.1 &#8211; What happens when children are young can have a lifelong effect. [2]<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>During early childhood, the human brain grows to 90 percent of its adult size by age 3.\u00a0Early childhood represents the period when young children reach developmental milestones that include:<\/p>\n<ul>\n<li>Emotional regulation and attachment<\/li>\n<li>Language development<\/li>\n<li>Cognitive development<\/li>\n<li>Physical development (motor skills)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>All of these milestones can be significantly delayed when young children experience inadequate caregiving, environmental stressors, and other negative risk factors. These stressors and factors can affect the brain and may seriously compromise a child\u2019s physical, social-emotional, and cognitive growth and development.<\/p>\n<p>More than any other developmental periods, childhood sets the stage for:<\/p>\n<ul>\n<li>School success<\/li>\n<li>Health literacy<\/li>\n<li>Self-discipline<\/li>\n<li>The ability to make good decisions about risky situations<\/li>\n<li>Eating habits<\/li>\n<li>Conflict negotiation and healthy relationships with family and friends[<a href=\"#FNref3\">3<\/a>]<\/li>\n<\/ul>\n<h5>Understanding Childhood Health Concerns<\/h5>\n<p>Although young children are typically healthy, it is during this time that they are at risk for conditions such as:<\/p>\n<ul>\n<li>Developmental and behavioral disorders<\/li>\n<li>Child maltreatment<\/li>\n<li>Asthma and other chronic conditions<\/li>\n<li>Obesity<\/li>\n<li>Dental caries (cavities)<\/li>\n<li>Unintentional injuries<\/li>\n<\/ul>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-25 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image3.jpeg\" alt=\"Dentist and assistant checking a child for dental caries (cavities).\" width=\"300\" height=\"198\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.2 \u2013 Young children may develop dental caries (cavities). [4]<\/figcaption><\/figure>\n<p style=\"text-align: left\"><span style=\"text-align: initial;font-size: 1em\">While typically nonfatal, these conditions affect children, their education, their relationships with others, and the health and well-being of the adolescents and adults they will become.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref5\">[5]<\/a><\/p>\n<h5>Emerging Issues in Childhood Health<\/h5>\n<p>The keys to understanding childhood health are recognizing the important roles these periods play in adult health and well-being and focusing on conditions and illnesses that can seriously limit children\u2019s abilities to learn, grow, play, and become healthy adults.<\/p>\n<p>&nbsp;<\/p>\n<p>Prevention efforts in early and middle childhood can have lasting benefits.\u00a0Emerging issues in early and middle childhood include implementing and evaluating multidisciplinary public health interventions that address social determinants of health by:<\/p>\n<ul>\n<li>Fostering knowledgeable and nurturing families, parents, and caregivers<\/li>\n<li>Creating supportive and safe environments in home, schools, and communities<\/li>\n<li>Increasing access to high-quality health care<a href=\"#FNref6\">[6]<\/a><\/li>\n<\/ul>\n<p>Early Childhood Development and Education<\/p>\n<p>Early childhood, particularly the first 5 years of life, impacts long\u2013term social, cognitive, emotional, and physical development. Healthy development in early childhood helps prepare children for the educational experiences of kindergarten and beyond. Early childhood development and education opportunities are affected by various environmental and social factors, including:<\/p>\n<ul>\n<li>Early life stress<\/li>\n<li>Socioeconomic status<\/li>\n<li>Relationships with parents and caregivers<\/li>\n<li>Access to early education programs<\/li>\n<\/ul>\n<p>Early life stress and adverse events can have a lasting impact on the mental and physical health of children. Specifically, early life stress can contribute to developmental delays and poor health outcomes in the future.\u00a0Stressors such as physical abuse, family instability, unsafe neighborhoods, and poverty can cause children to have inadequate coping skills, difficulty regulating emotions, and reduced social functioning compared to other children their age.<\/p>\n<p>Additionally, exposure to environmental hazards, such as lead in the home, can negatively affect a child&#8217;s health and cause cognitive developmental delays.\u00a0Research shows that lead exposure disproportionately affects children from minority and low\u2013income households and can adversely affect their readiness for school.<\/p>\n<p>The socioeconomic status of young children&#8217;s families and communities also significantly affects their educational outcomes.\u00a0Specifically, poverty has been shown to negatively influence the academic achievement of young children.\u00a0Research shows that, in their later years, children from disadvantaged backgrounds are more likely to need special education, repeat grades, and drop out of high school.\u00a0Children from communities with higher socioeconomic status and more resources experience safer and more supportive environments and better early education programs.<\/p>\n<table>\n<thead>\n<tr>\n<td>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\"><span style=\"color: #000000\"><strong>The Effects of Poverty on Education<\/strong><\/span><\/header>\n<div class=\"textbox__content\">\n<table>\n<thead>\n<tr>\n<td style=\"width: 115px\">\n<h5><span style=\"color: #000000\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-24\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image4-300x280.png\" alt=\"\" width=\"91\" height=\"85\" srcset=\"https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image4-300x280.png 300w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image4-65x61.png 65w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image4-225x210.png 225w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image4.png 315w\" sizes=\"auto, (max-width: 91px) 100vw, 91px\" \/><\/span><\/h5>\n<\/td>\n<td style=\"width: 835px\"><span style=\"color: #000000\">\u201cDespite being one of the most developed countries in the world, the United States has one of the highest rates of childhood poverty globally.\u201d<a style=\"color: #000000\" href=\"#FNref7\">[7]<\/a> \u201cPoverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood.\u201d<a style=\"color: #000000\" href=\"#FNref8\">[8]<\/a> Research has shown that children from families in poverty enter school with a readiness gap. Contributions to this gap include:<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Poor physical development and health (due to poor nutrition and lack of access to medical care)<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Challenges with concentration, memory, attentiveness, curiosity, and motivation<a style=\"color: #000000\" href=\"#FNref9\">[9]<\/a> due to the chronic stress of living in poverty<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Greater risk for behavioral and emotional problems<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exposure to environmental hazards (such as lead paint) and violence in their communities.<\/span><\/p>\n<p><span style=\"color: #000000\">Two additional things that are important to note:<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 This gap disproportionately affects Black and Latinx children.<\/span><\/p>\n<p><span style=\"color: #000000\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Families experiencing poverty have challenges finding affordable, high-quality early care and education programs and are often in districts with under-resourced schools. <a style=\"color: #000000\" href=\"#FNref10\">[10]<\/a><\/span><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<\/div>\n<\/div>\n<p>&nbsp;<\/td>\n<td>\n<h5><\/h5>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<p>Early childhood programs are a critical outlet for fostering the mental and physical development of young children.\u00a0According to the Center on the Development Child at Harvard University\u2019s <em>A Science-Based Framework for Early Childhood Policy,<\/em><\/p>\n<p>\u201c The principal elements that have consistently produced positive impacts include:<\/p>\n<ul>\n<li>highly skilled teachers;<\/li>\n<li>small class sizes and high adult-to-child ratios;<\/li>\n<li>age-appropriate curricula and stimulating materials in a safe physical setting;<\/li>\n<li>a language-rich environment;<\/li>\n<li>warm, responsive interactions between staff and children; and<\/li>\n<li>high and consistent levels of child participation.\u201d<a href=\"#FNref11\">[11]<\/a><\/li>\n<\/ul>\n<p>The National Association for the Education for Young Children says that high quality programs:<\/p>\n<ul>\n<li>Create caring communities of learners in which children develop relationships with each and the teachers and each child and family are included.<\/li>\n<li>Teach to support children\u2019s development and learning by being intentional with the environmental design, materials, and activities and by providing positive guidance for children\u2019s behavior.<\/li>\n<li>Have developmentally appropriate curriculum that helps children learn and grow that sets challenging, yet achievable goals for children, balances adult instruction and group activities with play and child-chosen experiences, provides enough time for deep engagement, and is based on the children\u2019s interests, abilities, and knowledge.<\/li>\n<li>Regularly assesses children\u2019s development and learning to inform their environmental design, curriculum, and interactions with children and their families.<\/li>\n<li>Is founded on partnerships with families in which families are respected and valued, share their goals and concerns, are encouraged to participate, and with clear communication (in a family\u2019s home language whenever possible).<a href=\"#FNref12\">[12]<\/a><\/li>\n<\/ul>\n<p>And you can check out the checklist <a href=\"https:\/\/pressbooks.ccconline.org\/accece\/back-matter\/appendix-a-15-must-haves-for-all-child-care-programs-checklist\/\"><em>15 Must-Haves for All Child Care Programs<\/em><\/a> published by The Administration for Children and Families Office of Child Care in Appendix A.\u00a0 What does high-quality preschool look like?\u00a0 Watch this 6-minute video from <a href=\"https:\/\/www.youtube.com\/watch?v=wbWRWeVe1XE\">NPR Ed<\/a> to see one example.<\/p>\n<p>Early childhood development and education programs can also help reduce educational gaps.\u00a0For example, Head Start is a federally funded early childhood program that provides comprehensive services for children from low\u2013income families.\u00a0Head Start aims to improve health outcomes, increase learning and social skills, and close the gap in readiness to learn for children from low\u2013income families and at-risk children.\u00a0Enrolling children in full-day kindergarten after the completion of preschool has also been shown to improve academic achievement.<\/p>\n<p>Furthermore, extended early childhood programs for children up to 3rd grade, also referred to as booster programs, can provide comprehensive educational, health, and social services to complement standard early childhood and kindergarten programs.\u00a0These programs help sustain and bolster early developmental and academic gains. Characteristic of such programs include:<\/p>\n<ul>\n<li>Low student-teacher ratio<\/li>\n<li>Teacher training<\/li>\n<li>Creation of school-family partnerships<\/li>\n<li>School meals<\/li>\n<li>Provision of transportation to and from school<\/li>\n<li>Health care services and referrals<\/li>\n<li>Home visitation<\/li>\n<li>Supportive social services<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-25 size-large\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-1024x576.png\" alt=\"Early Head Start\u2019s \u201cFramework for Programs Serving Infants and Toddlers and their Families.\u201d You can see how a compilation of services leads to children\u2019s well-being regardless of the age of the child.\" width=\"1024\" height=\"576\" srcset=\"https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-1024x576.png 1024w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-300x169.png 300w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-768x432.png 768w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-65x37.png 65w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-225x127.png 225w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5-350x197.png 350w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/image5.png 1472w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.3 Early Head Start\u2019s \u201cFramework for Programs Serving Infants and Toddlers and their Families.\u201d You can see how a compilation of services leads to children\u2019s well-being regardless of the age of the child. [13]<\/figcaption><\/figure>\n<p>Quality education in elementary school is necessary to reinforce early childhood interventions and prevent their positive effects from fading over time.\u00a0Research also shows that school quality has an impact on both the short\u2013 and long\u2013term educational attainment of children, as well as on their health. For example, children who enroll in low\u2013quality schools with limited health resources, safety concerns, and low teacher support are more likely to have poorer physical and mental health.<\/p>\n<p>The developmental and educational opportunities that children have access to in their early years have a lasting impact on their health as adults. The Carolina Abecedarian Project found that the children in the study who participated in a high\u2013quality and comprehensive early childhood education program, including health care and nutritional components, were in better health than those who did not.\u00a0The study found that, at age 21, the people who participated in the comprehensive early education program exhibited fewer risky health behaviors\u2014for example, they were less likely to binge drink alcohol, smoke cigarettes, and use illegal drugs.\u00a0\u00a0This group also self\u2013reported better health and had a lower number of deaths.<\/p>\n<p>Furthermore, by their mid\u201330s the children who participated in the comprehensive early childhood development and education program had a lower risk for heart disease and associated risk factors, including obesity, high blood pressure, elevated blood sugar, and high cholesterol.\u00a0These studies show that quality early childhood development and education programs can play a key role in reducing risky health behaviors and preventing or delaying the onset of chronic disease in adulthood. We will look at what high quality programming looks like at the end of the chapter.<\/p>\n<p>Early childhood development and education are key determinants of future health and well\u2013being. Addressing the disparities in access to early childhood development and education opportunities can greatly bolster young children\u2019s future health outcomes.<\/p>\n<p>Additional research is needed to increase the evidence base for what can successfully impact the effects of childhood development and education on health outcomes and disparities. This additional evidence will facilitate public health efforts to address early childhood development and education as social determinants of health.<a href=\"#FNref14\">[14]<\/a><\/p>\n<h3>Importance of Considering Holistic Development<\/h3>\n<p>Early childhood education (ECE) is not a singular concept, but rather a holistic concept that focuses on several aspects of a child&#8217;s development, including their cognitive, social, emotional, moral, spiritual, and physical well-being (American Academy of Pediatrics 2012; Chisholm 2004; Tinajero &amp; Loizillon 2012). According to Shonkoff,\u00a0<em>et al.<\/em>\u00a0(2011), debates about early childhood education often focus on education and the enhancement of children&#8217;s cognitive skills and later academic progress. However, these authors stress the importance of viewing children in a holistic manner as part of a bigger system. In this manner, early childhood education becomes a vehicle for enhancing the physical, cognitive, mental, social and economic well-being of individuals and the societies in which they live. Early care and education programs should enhance multiple interrelated dimensions of a child&#8217;s life; including health and safety, nutrition, emotional well-being, and social competence.<a href=\"#FNref15\">[15]<\/a><\/p>\n<h3>Focus on Wellness<\/h3>\n<p>Rather than waiting for health issues to arise, families and early childhood education programs should focus on supporting children\u2019s wellness. \u201cWellness describes the entirety of one\u2019s physical, emotional, and social health; this includes all aspects of functioning in the world (physiological, intellectual, social, and spiritual), as well as subjective feelings of well-being. A child who is doing well frequently experiences joy, delight, and wonder, is secure and safe in his\/her family and community, and is continually expanding and deepening his\/her engagement with the world around him\/her.\u201d<a href=\"#FNref16\">[16]<\/a><\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-28 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image6.jpeg\" alt=\"Well children can engage in their environment and with others.\" width=\"300\" height=\"187\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.4 &#8211; Well children can engage in their environment and with others. [17]<\/figcaption><\/figure>\n<p style=\"text-align: center\">Wellness is an active process. It requires awareness and directed, thoughtful attention to the choices we make. Early care and education programs can play a critical role in helping children, families and staff commit to and implement healthy lifestyle choices that promote both physical and mental well-being. The two, in fact, are closely linked. Our feelings, thoughts, and behaviors directly impact our physical health. Similarly, our physical health status has a direct impact on our feelings, thoughts, and behaviors.<a href=\"#FNref18\">[18]<\/a><\/p>\n<p>We must also support children\u2019s mental well-being and help them navigate everyday stress and adversity as well as trauma and significant sources of stress. The American Psychological Association shares that \u201c[b]uilding resilience \u2014 the ability to adapt well to adversity, trauma, tragedy, threats or even significant sources of stress \u2014 can help our children manage stress and feelings of anxiety and uncertainty.\u201d<a href=\"#FNref19\">[19]<\/a><\/p>\n<p>It is important that children are in an environment that keeps them physically and emotionally safe and healthy and provides sound nutrition. As an early educator, providing these requires attention, planning, and intention.<\/p>\n<h3>Introduction to Safety, Health, and Nutrition<\/h3>\n<p>This book is divided into three sections. These include:<\/p>\n<ul>\n<li>Safety<\/li>\n<li>Health<\/li>\n<li>Nutrition<\/li>\n<\/ul>\n<h5>Safety<\/h5>\n<p>Children are curious and eager to learn. They depend on their caregivers to keep them safe by making sure that nothing within a child\u2019s reach can harm them. Injuries are a serious health risk to young children. But most injuries are predictable and preventable.<a href=\"#FNref20\">[20]<\/a><\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-29 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image7.jpeg\" alt=\"This playground protects children from falls and from the sun.\u00a0\u00a0But it fails to protect children by being enclosed with a fence and gate.\" width=\"300\" height=\"225\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.5 &#8211; This playground protects children from falls and from the sun.\u00a0\u00a0But it fails to protect children by being enclosed with a fence and gate. [21]<\/figcaption><\/figure>\n<p><span style=\"text-align: initial;font-size: 1em\">ECE programs can prevent risks and unnecessary harm to children by committing to a culture of safety. A culture of safety prioritizes safety at all levels. It encourages programs to learn from past problems and prevent them in the future.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref22\">[22]<\/a><span style=\"text-align: initial;font-size: 1em\"> Programs should not assume that nothing will ever go wrong. In fact, they should plan that something is going to go wrong. And their goal is to make it as hard as possible for things to go wrong.<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"#FNref23\">[23]<\/a><\/p>\n<p>Chapters 2 through 5 will focus on ways programs can protect children\u2019s safety.<\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-two-preventing-injury-protecting-childrens-safety\/\">Chapter 2<\/a> discusses active supervision and creating a culture of safety<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-three-creating-safe-indoor-environments\/\">Chapter 3<\/a> covers creating safe indoor environments<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-four-creating-safe-outdoor-environments\/\">Chapter 4<\/a> examines creating safe outdoor environments<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-five-caring-for-minor-injuries-and-preparing-for-and-managing-emergencies\/\">Chapter 5<\/a> addresses caring for minor injuries and managing emergencies<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-six-child-maltreatment\/\">Chapter 6<\/a> discusses child maltreatment (abuse and neglect)<\/li>\n<\/ul>\n<h5>Health<\/h5>\n<p>\u201cHealth is more than merely the absence of disease\u2014it is an evolving human resource that helps children and adults adapt to the challenges of everyday life, resist infections, cope with adversity, feel a sense of personal well-being, and interact with their surroundings in ways that promote successful development.\u201d<a href=\"#FNref24\">[24]<\/a><\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-30 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image8.jpeg\" alt=\"Group of children learning about handwashing to prevent the spread of illness.\" width=\"300\" height=\"206\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.6 &#8211; These children are learning about handwashing to prevent the spread of illness. [25]<\/figcaption><\/figure>\n<p>As mentioned at the beginning of the chapter, research is showing that many adult health issues, such as high blood pressure, heart disease, and diabetes, are linked to what happens during early childhood (and even prenatally!). We also know that during early childhood there are biological systems that are more sensitive to environmental factors (such as child maltreatment, malnutrition, and recurring issues to infectious disease).<a href=\"#FNref26\">[26]<\/a><\/p>\n<p>It is vital for children and their families to have support for children\u2019s physical, oral, and mental health. This happens through promoting health and protection from illness.<\/p>\n<p>Chapters 7 through 11 focus on children\u2019s health.<\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-seven-promoting-good-health-wellness\/\">Chapter 7<\/a> examines promoting health<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-eight-prevention-of-illness\/\">Chapter 8<\/a> looks at preventing illness<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-nine-supportive-health-care\/\">Chapter 9<\/a> addresses supportive health care<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-ten-children-with-special-health-care-needs\/\">Chapter 10<\/a> describes special health care needs during childhood<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-eleven-childrens-mental-health\/\">Chapter 11<\/a> discusses children\u2019s mental health<\/li>\n<\/ul>\n<h5>Nutrition<\/h5>\n<p>Healthy eating and being active are essential to a child&#8217;s well-being. Children who are under- or over-nourished are at risk for chronic health problems.<a href=\"#FNref27\">[27]<\/a>\u00a0Early childhood is an important time for developing healthy habits for life. Children\u2019s bodies grow and develop in ways that affect the way they think, eat, and behave.<a href=\"#FNref28\">[28]<\/a><\/p>\n<p>A healthy diet not only affects growth, but also immunity, intellectual capabilities, and emotional well-being. Families and educators must ensure that children receive an adequate amount of needed nutrients to provide a strong foundation for the rest of their lives.<a href=\"#FNref29\">[29]<\/a><\/p>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_25\" aria-describedby=\"caption-attachment-25\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-31 size-medium\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/image9.jpeg\" alt=\"This teacher and child are setting the table for a meal.\" width=\"300\" height=\"199\" \/><figcaption id=\"caption-attachment-25\" class=\"wp-caption-text\">Figure 1.7 &#8211; This teacher and child are setting the table for a meal. [30]<\/figcaption><\/figure>\n<p style=\"text-align: left\"><span style=\"text-align: initial;font-size: 1em\">Chapters 12 through 15 focus on nutrition for children.<\/span><\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-twelve-basic-nutrition-for-children\/\">Chapter 12<\/a> delves into basic nutrition for children<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-thirteen-protecting-good-nutrition-and-physical-wellness\/\">Chapter 13<\/a> examines protecting nutrition and wellness<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-fourteen-providing-good-nutrition\/\">Chapter 14<\/a> discusses providing good nutrition<\/li>\n<li><a href=\"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-fifteen-menu-planning-and-food-safety\/\">Chapter 15<\/a> addresses menu planning and food safety<\/li>\n<\/ul>\n<h4>Introduction to Licensing for Child Care Centers in Minnesota<\/h4>\n<p>Licensing for child care programs in the state of Minnesota is overseen by the Licensing Division of the Minnesota Department of Human Services (DHS), whose primary mission is to ensure the health and safety of all children enrolled in licensed child care facilities in Minnesota.<\/p>\n<p>Licensing oversees the operation of licensed child care facilities in child care centers (Rule 3) and family child care homes (Rule 2). By definition, both types of child care facilities provide nonmedical, age-appropriate care and supervision of infant to school-age children for less than 24 consecutive hours at a time.<\/p>\n<p><em>Child care centers<\/em> provide care in a large-group setting, usually operate in an institutional or commercial building, and must meet a number of requirements regarding their physical facilities, and the services they provide. For the most part, when this book refers to licensing requirements, it will be referencing licensing for child care centers.<\/p>\n<p><em>Family child care homes<\/em> provide care in small-group settings in the licensee\u2019s private house or apartment. They include three types of facilities: A) Family Child Care, B) Specialized Infant and Toddler Family Child Care and C) Group Family Child Care.<\/p>\n<p>Depending on the type of license, the maximum number of children who can be in care is 10-14 children (10 years and younger) at any one time.\u00a0 The key to licensing\u2019s effort to protect the health and safety of children in child care is a thorough licensing and inspection program that ensures all facilities are in compliance.\u00a0DHS Licensing is mandated by law to ensure that licensed facilities meet established health and safety standards and that the licensee has access to all relevant information about the department.<\/p>\n<p>The Department of Human Services (DHS) Licensing Division has a critical role in monitoring and supporting health and safety in approximately 10,600 licensed child care programs in Minnesota. Licensure provides the necessary oversight mechanisms to ensure child care is provided in a healthy and safe environment, provided by qualified people, and can meet the developmental needs of all children in care.\u00a0 Once a facility meets all the requirements to obtain a license, licensing\u2019s principal way of helping facilities maintain compliance is through annual site visits by licensing inspectors. In addition to conducting these inspections, our licensors work with licensees to address any needed changes, and conduct follow-up visits to confirm that problems have been eliminated. It is also the role of the licensor to investigate any complaints about a facility and consult with licensees to ensure they are aware of their rights and responsibilities.<\/p>\n<p>DHS licensors work with child care centers on an ongoing basis to provide assistance and answer questions. DHS staff also provide substantial technical assistance (TA) to county licensors throughout the year. \u00a0They serve as a link between licensing and the community of licensees, provide information about licensed child care to families and the public, act as a liaison with businesses, child care organizations, and resource and referral agencies, and coordinate complaints and concerns on behalf of children in care. As a result, licensing is both an enforcement agency and a resource on health and safety requirements.<a href=\"#FNref31\">[31]<\/a><\/p>\n<p>The complete licensing regulations, often referred to as Rule 2 (family child care) or Rule 3 (child care centers), can be found on the Licensing Division of the Minnesota Department of Human Services Child Care Regulations webpage (see Resources for Further Exploration). Highlights of the regulations can be found in Appendix B.<\/p>\n<h5>Comparing Licensing Requirements for Early Childhood Centers and Family Childcare Programs<\/h5>\n<p>There are more stringent requirements for child care centers than family child care homes. The most notable difference is stricter adult-to-child ratios and staff qualifications. See Table 1.1 for a comparison of ratios.<a href=\"#FNref32\">[32]<\/a>\u00a0 The required levels of staff qualifications are also different.<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\"><strong>Table 1.1 \u2013 Rule 2 and Rule 3 Adult to Child Ratio Comparison <a href=\"#FNref33\">[33]<\/a>,<a href=\"#FNref34\">[34]<\/a>,<a href=\"#FNref35\">[35]\u00a0<\/a><\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<table class=\"grid landscape aligncenter\" style=\"width: 477px\">\n<thead>\n<tr>\n<td style=\"width: 124.132px\"><strong>Age Group<\/strong><\/td>\n<td style=\"width: 161.302px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 171.163px\"><strong>Rule 2<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td style=\"width: 124.132px\">Infants<\/td>\n<td style=\"width: 161.302px\">1 adult to 4 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 2 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">Toddlers<\/td>\n<td style=\"width: 161.302px\">1 adult to 7 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 3 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">Preschoolers<\/td>\n<td style=\"width: 161.302px\">1 adult to 10 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 6 children*<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 124.132px\">School-Aged<\/td>\n<td style=\"width: 161.302px\">1 adult to 15 children<\/td>\n<td style=\"width: 171.163px\">1 adult to 10 children*<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<p><span style=\"text-align: initial;font-size: 1em\">* Because the age groups are combined in family child care, the ratio cannot exceed these numbers, for a maximum\/total capacity of 10 children.<\/span><\/p>\n<h5>Accreditation from the National Association for the Education of Young Children (NAEYC)<\/h5>\n<p>While not legal regulations, there are even further requirements in place for programs that choose to pursue voluntary accreditation by the National Association for the Education of Young Children. One of the differences you will notice between licensing and accreditation is some levels of staff qualifications. See Table 1.2 for a comparison of staff qualifications.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\" style=\"text-align: center\"><strong>Table 1.2 \u2013 Staff Qualifications Comparison <a href=\"#FNref36\">[36]<\/a>,<a href=\"#FNref37\">[37]<\/a>,<a href=\"#FNref38\">[38]<\/a>,<a href=\"#FNref39\">[39]<\/a><\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Teachers&#8217; Aides and Assistants<\/strong><\/p>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td><strong>Rule 2<\/strong><\/td>\n<td>Must be at least 18 years old.\u00a0 (Helpers can be 13-18 years old).<\/td>\n<\/tr>\n<tr>\n<td><strong>Rule 3<\/strong><\/td>\n<td>Aide: Must be at least 16 years old, must be directly supervised at all times.<\/p>\n<p>Assistant: Must be 18 years old and have 8 ECE college credits or equivalent and 1 year experience.<\/td>\n<\/tr>\n<tr>\n<td><strong>NAEYC Accreditation<\/strong><\/td>\n<td>Child Development Associate (CDA) or 12 units in early childhood education, child development, elementary education, and\/or early childhood special education.<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<p><strong>Teacher<\/strong><\/p>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 2<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old and have required health and safety training.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 838.993px\">Teacher: Must have 16 ECE college credits or equivalent and 1 year experience.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>NAEYC Accreditation<\/strong><\/td>\n<td style=\"width: 838.993px\">A minimum of higher education degree in early childhood education, child development, elementary education, or early childhood special education or 60 units with 30 units in early childhood education, child development, elementary education, and\/ or early childhood special education. (preferred accredited higher education institutions).<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<p><strong>Director\/Administrator<\/strong><\/p>\n<table class=\"grid landscape\">\n<thead>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 2<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old and have required health and safety training.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>Rule 3<\/strong><\/td>\n<td style=\"width: 838.993px\">Must be at least 18 years old, high school graduate, 6 ECE college credits or equivalent and 6 months experience.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 130.99px\"><strong>NAEYC Accreditation<\/strong><\/td>\n<td style=\"width: 838.993px\">A minimum of a baccalaureate-level higher education degree in early childhood education, child development, elementary education, or early childhood special education; or 120 college units with 36 units in early childhood education, child development, elementary education, and\/or early childhood special education.<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<\/div>\n<\/div>\n<p><span style=\"text-align: initial;font-size: 1em\">While licensing regulations ensure that children stay safe and healthy, high quality care goes even further to provide the best start for young children. One reason that programs choose to become NAEYC accredited is to document the quality of care and education they provide children and families they serve. There are other processes and assessments that programs may use to ensure high quality, as well.\u00a0 In Minnesota, that includes the Parent Aware Quality Rating and Improvement System.\u00a0 This is a voluntary program that helps families find quality child care and early education and helps early learning programs improve their practices in order to prepare the children for school and life.<\/span><\/p>\n<table>\n<thead>\n<tr>\n<td><\/td>\n<td>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Pause to Reflect<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 11.9243%\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-30\" src=\"https:\/\/pressbooks.ccconline.org\/accbertelsen\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon-230x300.png\" alt=\"\" width=\"100\" height=\"130\" srcset=\"https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon-230x300.png 230w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon-65x85.png 65w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon-225x293.png 225w, https:\/\/pressbooks.ccconline.org\/accece\/wp-content\/uploads\/sites\/160\/2023\/10\/Pause-to-reflect-icon.png 240w\" sizes=\"auto, (max-width: 100px) 100vw, 100px\" \/><\/td>\n<td style=\"width: 88.0757%\">As you progress through this book and course, what connections can you make about how being knowledgeable about health, safety, and nutrition will support early childhood educators in both following licensing and other applicable regulations and ensuring they provide high quality care for young children and their families?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n<h4><strong>Summary<\/strong><\/h4>\n<p>Early childhood is a critical time in development. Many outcomes, both positive and negative, have their beginnings in these years. It is vital that children\u2019s health and safety be protected. High-quality early care and education programs can play a valuable role in improving outcomes for children.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter 1 Review<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"h5p-1\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-1\" class=\"h5p-iframe\" data-content-id=\"1\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Chapter 1 Review\"><\/iframe><\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<h5><strong>Resources for Further Exploration<\/strong><\/h5>\n<ul>\n<li><a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">National Resource Center For Health and Safety In Child Care and Early Education<\/a>: <a href=\"https:\/\/nrckids.org\/\">https:\/\/nrckids.org\/<\/a><\/li>\n<li><a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">Caring for our Children 4th edition<\/a>): <a href=\"https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf\">https:\/\/nrckids.org\/files\/CFOC4%20pdf-%20FINAL.pdf<\/a><\/li>\n<li><a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf\">Caring for our Children Checklist<\/a>: <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf\">https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/caring-for-our-children-basics-self-assessment-tool.pdf<\/a><\/li>\n<li><a href=\"https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx\">Healthy Child Care<\/a>: <a href=\"https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx\">https:\/\/www.aap.org\/en-us\/advocacy-and-policy\/aap-health-initiatives\/healthy-childcare\/Pages\/default.aspx<\/a><\/li>\n<li><a href=\"https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/\">National Scientific Council\u00a0on the\u00a0Developing Child<\/a>: <a href=\"https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/\">https:\/\/developingchild.harvard.edu\/science\/national-scientific-council-on-the-developing-child\/<\/a><\/li>\n<li><a href=\"http:\/\/www.stress.org\">American Institute of Stress<\/a>: <a href=\"http:\/\/www.stress.org\">http:\/\/www.stress.org<\/a><\/li>\n<li><a href=\"http:\/\/www.nccp.org\">National Center for Children in Poverty<\/a>: <a href=\"http:\/\/www.nccp.org\">http:\/\/www.nccp.org<\/a><\/li>\n<li><a href=\"https:\/\/www.cdc.gov\/childrensmentalhealth\/\">Children\u2019s Mental Health<\/a>: <a href=\"https:\/\/www.cdc.gov\/childrensmentalhealth\/\">https:\/\/www.cdc.gov\/childrensmentalhealth\/<\/a><\/li>\n<li><a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture\"><em>Embedding Health and Safety in Your Program\u2019s Culture<\/em> Head Start webinar<\/a>: <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture\">https:\/\/eclkc.ohs.acf.hhs.gov\/video\/embedding-health-safety-your-programs-culture<\/a><\/li>\n<li><a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/family\/\">Licensing help for child care providers<\/a>: <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/\">https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/<\/a><\/li>\n<li><a href=\"https:\/\/www.parentaware.org\/#\/\">Parent Aware Minnesota<\/a>:Offers tools and resources to help early learning programs help families with young children succeed.<\/li>\n<li><a href=\"https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation\">NAEYC Early Learning Program Accreditation<\/a>: <a href=\"https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation\">https:\/\/www.naeyc.org\/accreditation\/early-learning-program-accreditation<\/a><\/li>\n<li><a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">A Science-Based Framework for Early Childhood Policy<\/a>: <a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf<\/a><\/li>\n<\/ul>\n<div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter Workbook<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div id=\"h5p-2\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-2\" class=\"h5p-iframe\" data-content-id=\"2\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Chapter 1 Workbook\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.26562em\">References<\/span><\/p>\n<\/div>\n<p><span style=\"text-align: initial;font-size: 1em\">[1] <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/no-search\/sfhf-embedding-health-safety-program-culture.pdf\">Embedding Health and Safety in Your Program\u2019s Culture<\/a><span style=\"text-align: initial;font-size: 1em\"> by the <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a><span style=\"text-align: initial;font-size: 1em\"> is in the public domain.<\/span><\/p>\n<div>\n<div>\n<p>\u00a0[2] Sanderlin, R. (2020). How to Find a Military Daycare. <em>Military.com. <\/em>Retrieved from <a href=\"https:\/\/www.military.com\/spouse\/relationships\/child-care-and-elder-care\/how-to-find-a-military-daycare.html\">https:\/\/www.military.com\/spouse\/relationships\/child-care-and-elder-care\/how-to-find-a-military-daycare.html<\/a><\/p>\n<\/div>\n<div>\n<p>[3] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> from the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[4] <a href=\"https:\/\/www.scott.af.mil\/News\/Article\/1785140\/scott-afb-dentists-assistants-help-give-kids-a-smile\/\">Scott AFB dentists, assistants help \u2018Give Kids A Smile\u2019<\/a>, by Airman 1st class Isaiah Gonzalez, is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[5] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[6] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/early-and-middle-childhood\">Early and Middle Childhood<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[7] ChildFund International. (2013). The Effects of Poverty on Education in the United States. Retrieved from https:\/\/www.childfund.org\/Content\/NewsDetail\/2147489206\/<\/p>\n<\/div>\n<div>\n<p>\u00a0[8] American Psychological Association. (2020). Effects of Poverty, Hunger and Homelessness on Children and Youth. Retrieved from https:\/\/www.apa.org\/pi\/families\/poverty<\/p>\n<\/div>\n<div>\n<p>\u00a0[9] ChildFund International. (2013). The Effects of Poverty on Education in the United States. Retrieved from https:\/\/www.childfund.org\/Content\/NewsDetail\/2147489206\/<\/p>\n<\/div>\n<div>\n<p>\u00a0[10] American Psychological Association. (2020). Effects of Poverty, Hunger and Homelessness on Children and Youth. Retrieved from https:\/\/www.apa.org\/pi\/families\/poverty<\/p>\n<\/div>\n<div>\n<p>\u00a0[11] Harvard University Center on the Developing Child. (n.d.). A Science-Based Framework for Early Childhood Policy. Retrieved from <a href=\"http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf\">http:\/\/developingchild.harvard.edu\/wp-content\/uploads\/2015\/05\/Policy_Framework.pdf<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[12] NAEYC. (2020). What Does a High-Quality Preschool Program Look Like? Retrieved from <a href=\"https:\/\/www.naeyc.org\/our-work\/families\/what-does-high-quality-program-for-preschool-look-like\">https:\/\/www.naeyc.org\/our-work\/families\/what-does-high-quality-program-for-preschool-look-like<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[13] N. Aikens, Y. Xue, E. Bandel, P. Caronongan, C.A. Vogel, and K. Boller (2015). Early Head Start Home Visits and Classrooms: Stability, Predictors, and Thresholds of Quality. OPRE Brief 2015-34. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from <a href=\"https:\/\/www.acf.hhs.gov\/sites\/default\/files\/opre\/early_head_start_home_visits_classrooms_stability_predictors.pdf\">https:\/\/www.acf.hhs.gov\/sites\/default\/files\/opre\/early_head_start_home_visits_classrooms_stability_predictors.pdf<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[14] <a href=\"https:\/\/www.healthypeople.gov\/2020\/topics-objectives\/topic\/social-determinants-health\/interventions-resources\/early-childhood-0\">Early Childhood and Development and Education<\/a> by the <a href=\"https:\/\/health.gov\">Office of Disease Prevention and Health Promotion<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[15] <a href=\"http:\/\/www.scielo.org.za\/scielo.php?script=sci_arttext&amp;pid=S2223-76822016a000100007\">http:\/\/www.scielo.org.za\/scielo.php?script=sci_arttext&amp;pid=S2223-76822016a000100007<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[16] Murphey, D., et al. (2014). Are the Children Well? A Model and Recommendations for Promoting the Mental Wellness of the Nation\u2019s Young People. <em>Robert Wood Johnson Foundation<\/em>. Retrieved from <a href=\"https:\/\/www.childtrends.org\/wp-content\/uploads\/2014\/07\/2014-33AreChildrenWellRWJF.pdf\">https:\/\/www.childtrends.org\/wp-content\/uploads\/2014\/07\/2014-33AreChildrenWellRWJF.pdf<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[17] <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Preschool Program Guidelines<\/a> by the <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Department of Education<\/a> is used with permission.<\/p>\n<\/div>\n<div>\n<p>\u00a0[18] \u00a0<a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/mental-health-201706.pdf\">Strong Foundations in Mental Health for Social and Emotional Well-Being Newsletter<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/about-us\/article\/national-center-early-childhood-health-wellness-ncechw\">National Center on Early Childhood Health and Wellness<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[19] American Psychological Association. (n.d.). Resilience Guide for Parents and Teachers. Retrieved from <a href=\"https:\/\/www.apa.org\/helpcenter\/resilience\">https:\/\/www.apa.org\/helpcenter\/resilience<\/a>.<\/p>\n<\/div>\n<div>\n<p>\u00a0[20] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/sites\/default\/files\/pdf\/guide-to-safety-conversations.pdf\">A Guide to Safety Conversations with Families<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/about-us\/article\/national-center-early-childhood-health-wellness-ncechw\">National Center on Early Childhood Health and Wellness<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[21] <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Playground.jpg\">Image<\/a> by <a href=\"https:\/\/en.wikipedia.org\/wiki\/User:Fir0002\">Fir0002<\/a> on Wikimedia commons is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en\">CC BY-SA 3.0<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[22] \u00a0<a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/creating-enhancing-culture-safety\">Creating and Enhancing a Culture of Safety<\/a> by the <a href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[23] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/video\/creating-enhancing-culture-safety\">Creating and Enhancing a Culture of Safety<\/a> by the <a href=\"https:\/\/www.acf.hhs.gov\/ohs\">Office of Head Start<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[24] National Forum on Early Childhood Policy and Programs &amp; National Scientific Council on the Developing Child. (n.d.). The Foundations of Lifelong Health are Built in Early Childhood. Retrieved from <a href=\"https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf\">https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[25] <a href=\"https:\/\/www.ramstein.af.mil\/News\/Article-Display\/Article\/726656\/scrubby-bear-teaches-cdc-dont-get-sick-wash-up-quick\/\">Image<\/a> by Senior Airman Jonathan Stefanko is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[26] National Forum on Early Childhood Policy and Programs &amp; National Scientific Council on the Developing Child. (n.d.). The Foundations of Lifelong Health are Built in Early Childhood. Retrieved from <a href=\"https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf\">https:\/\/46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com\/wp-content\/uploads\/2010\/05\/Foundations-of-Lifelong-Health.pdf<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[27] <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/nutrition\/article\/encourage-healthy-eating-habits\">Encourage Healthy Eating Habits<\/a> by the <a href=\"https:\/\/eclkc.ohs.acf.hhs.gov\/\">Early Childhood Learning and Knowledge Center<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[28] <a href=\"https:\/\/www.choosemyplate.gov\/\">ChooseMyPlate<\/a> by the <a href=\"https:\/\/www.usda.gov\/\">USDA<\/a> is in the public domain.<\/p>\n<\/div>\n<div>\n<p>\u00a0[29] <a href=\"http:\/\/pressbooks-dev.oer.hawaii.edu\/humannutrition\/chapter\/infancy\/\">Human Nutrition [DEPRECATED]<\/a> by University of Hawai\u2019i at M\u0101noa Food Science and Human Nutrition Program is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA 4.0<\/a><\/p>\n<p>[30] <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/psframeworkkvol1.pdf\">California Preschool Curriculum Framework Volume<\/a> 1 by the <a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/re\/documents\/preschoolproggdlns2015.pdf\">California Department of Education<\/a> is used with permission.<\/p>\n<p>[31] <a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/edocs.dhs.state.mn.us\/lfserver\/Public\/DHS-3790-ENG\">Minnesota Licensed Child Care Statistics<\/a><span style=\"text-align: initial;font-size: 1em\">.<\/span><\/p>\n<\/div>\n<div>\n<p>\u00a0[32] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9503\/\">DHS Rule 3<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[33] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9502\/\">DHS Rule 2<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[34] <a href=\"https:\/\/mn.gov\/dhs\/assets\/ratio-and-group-size-standards-for-licensed-child-care_tcm1053-340437.pdf\">State Ratio and Group Size Standards<\/a>.<\/p>\n<\/div>\n<div>\n<p>\u00a0[35] Laws, Regulations, &amp; Requirements for <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/centers\/\">Child Care Centers<\/a> and <a href=\"https:\/\/mn.gov\/dhs\/partners-and-providers\/licensing\/child-care-and-early-education\/family\/\">Family Child Care<\/a>.<\/p>\n<\/div>\n<div>\n<p>\u00a0[36] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9502\/\">Rule 2 Regulations<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[37] <a href=\"https:\/\/www.revisor.mn.gov\/rules\/9503\/\">Rule 3 Regulations<\/a><\/p>\n<\/div>\n<div>\n<p>\u00a0[38] <a href=\"https:\/\/edocs.dhs.state.mn.us\/lfserver\/Public\/DHS-3790-ENG\">Understanding Licensed Child Care in Minnesota<\/a>.<\/p>\n<\/div>\n<div>\n<p>\u00a0[39] <a href=\"https:\/\/www.naeyc.org\/sites\/default\/files\/globally-shared\/downloads\/PDFs\/accreditation\/early-learning\/standards_and_assessment_web_1.pdf#page=77\">NAEYC. (2018). Standards and Assessment<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"author":32,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-31","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":21,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapters\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/wp\/v2\/users\/32"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapters\/31\/revisions"}],"predecessor-version":[{"id":348,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapters\/31\/revisions\/348"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/parts\/21"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapters\/31\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/wp\/v2\/media?parent=31"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/pressbooks\/v2\/chapter-type?post=31"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/wp\/v2\/contributor?post=31"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accece\/wp-json\/wp\/v2\/license?post=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}