2.1.2 Health Practices and Procedures

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Effective illness and injury management and hygiene practices are promoted and implemented.

Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best.

E = Embedded, yes, I do that ALL the time.
K = We know we need to do that, but we don’t do
it all the time.
T = Please teach me how to do it or improve my understanding of why we need to do it.

Bathroom Safety and Hygiene - Cleaning Procedures Edu
Is soiled clothing/nappies firmly sealed in containers and inaccessible to children at all times?
Is the bathroom cleaned at least once a day?
Is the bathroom cleaned as soon as it looks/smells dirty or there are spills?
Is the toilet thoroughly cleaned eg around the base, under the lid?
Is the bathroom cleaned with detergent and water?
Is the bathroom disinfected if there are spills of blood, urine, poo or vomit which are known/suspected to be infectious?
Can sponges/cloths used be easily identified because they’re a specific colour eg orange for the bathroom?
Are gloves worn to clean the bathroom?
Are these gloves only used to clean the bathroom?
Are cleaning products inaccessible to children?
Are plastic bags inaccessible to children?
Are plastic bags inaccessible to children?
Are mops and buckets inaccessible to children?
Are drawers and cupboards closed immediately after use?
Do all staff clean and dry equipment after cleaning?
Do all staff wash their hands as soon as they finish cleaning?
The Bathroom - General
Supervision
Are children supervised AT ALL TIMES in the bathroom?
Display
Are toileting and nappy change procedures displayed?
Are hand washing procedures displayed?
Are handwashing procedures with pictures displayed for children to follow?
Is the cleaning schedule displayed
Is the cleaning schedule signed off by the person who cleans the bathroom?

Case Studies – Refer to Staying Healthy 5th Edition before talking. 

https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_5th_edition_150602.pdf

All educators refer to Staying Healthy before making a decision about a child’s illness or their own illness. This process has taken a long time to implement in the centre because a cultural change needed to occur through reflection and a better understanding of where and how Staying Healthy 5th Edition was developed. Firstly, it was decided to not to discuss any child’s illness unless we had referred to Staying Healthy. Secondly room leaders and more importantly Nominated Supervisors had to push back and stop ALL conversations about illness until educators referred to Staying Healthy. This was required as far too much time was being wasted by getting many people involved to talk about a child’s illness. The benefits of implementing this practice has seen less wasting of other educators’ time talking about illness, giving educators confidence to refer parents to Staying Healthy when it comes to children’s illness, which in turn has seen parents keeping children at home when their child is contagious and overall better hygiene practices in the centre, especially when a preventable disease enters the centre.

Case Study – Injury management by engaging children with the risk benefit analysis process

 Reflecting upon the risk children are exposed to in the play area it was decided adults were not the best people to say what was risky and what was not. Educators and children developed lessons and discussions to identify what was dangerous and how to play safely. The children developed their own safety rules and checklist to monitor the playground as well as an end of play season reflection about what worked well in the playground and what could be improved upon (see Learning story 18/5/19).

We need to be sure your service reflects the unique geographical, cultural and community context and draw upon the voices, priorities and strengths of the children and families.

Case study – New family required a little help

Do you remember Maslow’s hierarchy of needs? He said before we can make close personal relationships or learn we need to feel full, warm, rested and safe. It’s the same for families. Before they care about who a child’s friends are, or what they are learning, they want their child to be safe and their basic needs met. Hygiene is one very important part of children’s safety. Poor hygiene practices can lead to illness, including infectious disease and isolation.

A family arrived at the centre as a new enrolment because another centre previously kicked them out because of the child’s poor hygiene. We didn’t realise this at the time, but it was later disclosed to us by the family.

The family had fallen on hard times, the parents were separating, the mother had lost her job and the children arrived dirty, neglected and hungry. The educators were required to report the family to child protection. This process initiated outside help and the family was given a case worker from an agency and support started which included the agency working with the centre to provide the support.

It was discovered the family was living without electricity, therefore there was no hot water to bathe with. The centre very discretely showered the children when they arrived and provided fresh clean clothes and nappies for the baby.

The centre discussed with the mother their food situation. It was discovered that they had difficulty scraping enough money together for food. The centre’s chef contacted Oz Harvest and discussed how they retrieved food from restaurant to give to the homeless. The chef discussed with the Nominated Supervisor how they could help and set up a food plan. Leftover food was kept for the family after it had been decided by the chef the food would meet the food hygiene standards and safety rules.

The centre worked closely with the agency and they were able to provide vouchers for food and electricity to the family.

When children are dirty and smell, other children won’t play with them. When children are hungry they don’t develop and can’t concentrate on learning. The NQS is focused upon supporting families with the help of the whole community to create the best outcomes for children. The centre that kicked out the family were not meeting the guiding principles of the NQS or coming anywhere near exceeding theme 3 Families and Community.  It is easy to remove the hard families and children, but how do you grow personally and professionally as an educator and person?

Remember, we need evidence written into the QIP showing how we work with families across ALL of the 7 quality areas. When we dig a little deeper the evidence is all there, we may have not thought about all the evidence we have. Think about all the ways you have worked with families and communities under the three strands of element 2.1.2

  1. Illness management and hygiene practices
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  1. Injury management
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  1. Hygiene practices
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Exceeding Theme Core

All educators consistently implement effective hygiene practices, and manage and support children’s health and medical needs in line with recognised best practice which they can discuss. All educators reflect on health and illness-related incidents, and help to implement identified changes. All educators build partnerships with families and community members/organisations to enhance children’s health outcomes.

Where is your practice compared to the above statement?

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