Well being

  • what do you think this class is about?

    • Think of some topics on:

    • Health

    • Safety

    • Nutrition

    • Mental health


Healthy foundations in early childhood settings

How would you define ‘health’?


World Health Organization defines “health” as:

  • ‘… the extent to which and individual or group is able, on the one hand, to realize aspirations and satisfy needs; and, on the other hand, to change or cope with the environment

  • ‘Health’ is therefore seen as a resource for everyday life, not the objective for living; it is a positive concept emphasizing social and personal resources, as well as physical capacity.’ World Health Organization (1984) health promotion: a discussion document on the concept and principles. Copenhagen: World Health Organization regional office for Europe


What are factors that can affect your health?

  • sleep

  • Stress

  • Nutrition

  • Relationships

  • Past trauma

  • Social media

  • Exercise


Sleep can affect so much of your health and well-being, as well as the children you care for !

  • children need enough sleep (depending on age)

  • Quality of sleep (uninterrupted, etc.)

  • If a child is not getting enough sleep, it can alter their behaviour, eating, temperament, learning, etc.

  • Think about how difficult it is for you as an adult to function on minimal sleep. Now imagine how hard that must be for a child who does not know how to manage their emotions or self regulate! We sometimes expect too much from our littles


Media and social media can impact the healthy development and perspective of adults and children

Social media can harm children’s mental and physical health by increasing anxiety, depression, poor body image, and sleep issues, while also potentially hindering real-life social skills, focus, and brain development

Platforms are designed to be addictive, and excessive use can lead to social isolation and exposure to cyberbullying, self-harm content, and unrealistic ideals


Mental health and emotional health effects of social media exposure for children

  • increased anxiety and depression:

    • Exposure to cyberbullying, feelings of exclusion (FOMO - fear of missing out), and the pressure to curate an online persona can significantly impact children’s mental well-being, leading to heightened anxiety and depression

  • Body image issues:

    • Social media often presents idealized and unrealistic images of beauty and success, making children compare themselves to others and fostering feelings of inadequacy and body dissatisfaction

  • Low self-esteem:

    • Constant comparison to carefully crafted online lives can erode a child’s self-esteem and sense of self-worth

  • Social isolation:

    • Despite being a communication tool, excessive social media use can reduce face-to-face interactions and lead to social isolation and a feeling of loneliness


Behavioural and cognitive effects of media exposure

  • addiction and lack of focus:

    • Social media platforms are designed to be engaging and addictive, leading to increased irritability when children are asked to disconnect and difficulty focusing on offline tasks and schoolwork.

  • Impulsivity and emotional regulation:

    • Excessive use can worsen emotional regulation and increase impulsive behaviours, as children become accustomed to the instant gratification and constant engagement provided by platforms

  • Hindered brain development

    • High amounts of screen time can negatively impact brain development, particularly in the prefrontal cortex, affecting crucial functions like learning, memory, and decision-making


Physical and developmental concerns linked to social media exposure in children

  • sleep disruption:

    • Late-night social media use can interfere with healthy sleep patterns, leading to poor sleep quality and affecting mood, focus and overall well-being

  • Reduced real-world social skills:

    • Time spent on social media detracts from opportunities to develop essential interpersonal skills like interpreting body language, starting conversations, and resolving conflicts in person


Other dangers of social media exposure

  • cyberbullying:

    • Children can be exposed to online harassment, which can have a significant and lasting negative impact on their self-esteem and mental health

  • Exposure to negative content:

    • Social media can expose children to harmful content, including disordered eating, self-harm, or even suicide-related content, sometimes within filter bubbles that reinforce these ideas


What is health promotion?

  • health promotion is ‘the process of enabling people to increase control over, and to improve their health

  • When we know better, we do better


Social determinants of health for children

In Canada, key social determinants of healthy child development include income and social status, early childhood experiences, education, employment and working conditions, and housing and physical environments


These factors are interconnected and can create opportunities or barriers to children’s physical, mental, and social well-being. For instance, low income can lead to food insecurity and poor housing, while limited access to education can affect parent’s ability to provide stimulating environments for their children.


Social determinants of health

Income status and social status:

  • a higher socioeconomic status is linked to better health outcomes. Income impacts access to necessities like nutritious food and stable housing, which are vital for a child’s growth and development


Early childhood experiences:

  • the foundation for a child’s future health is laid during early development. Experiences of stress, poverty, or lack of stimulation can have lasting biological, psychological, and behavioural consequences.


Education and literacy:

  • access to quality education and the development of literacy skills are crucial. Education influences a parent’s ability to provide a nurturing environment and can impact a child’s own learning and growth


Employment and working conditions:

  • parents’ employment status and job security affect their financial stability and overall health. Unstable employment can lead to increased parental stress, impacting their ability to care for their children


Housing and physical environments:

  • stable, healthy housing and safe environments are essential. Poor housing quality, overcrowding, and exposure to contaminants can negatively affect a child’s development.


Social support and community context:

  • a strong network of social support from family, friends, and the community contributes to better health outcomes for children


Food insecurity:

  • lack os consistent access to adequate food is a major problem linked to poverty and negatively impacts a child’s growth, immunity, and overall health


Social exclusion:

  • being excluded from community activities or lacking access to essential services can create significant stress and negatively impact a child’s social and emotional development


Childhood experiences:

  • the entire context of childhood, including trauma, experiences of racism, and lack of opportunities, profoundly influences health and well-being throughout life


Impact on health and well-being

  • these determinants create circumstances that either promote or hinder a child’s health. For example, child poverty is associated with increased illness, hunger, and lower immunity, contributing to lifelong health inequities. Conversely, supportive environments that address these factors are crucial for enabling children to thrive


Infection prevention & control (IPAC)

Building a culture of health & safety in licensed child care


Key principle: routine practices and risk assessment must be incorporated into the everyday culture of a child care centre


Why IPAC matters and ECE legal responsibilities

Why children are at high risk:

  • underdeveloped immune systems and frequent close contact/toy sharing

  • Emerging personal hygiene and independent toileting skills


Legal & regulatory obligations:

  • daily observations (CCEYA, sec. 36): screen children daily before peer interaction

  • Isolation & logging (CCEYA, sec. 36): immediately separate ill children and log symptoms

  • Duty to report (HPPA, sec. 27): report diseases of public health significance (DOPHS) or suspected outbreaks to the local health unit (WECHU)


Everyday prevention: routine practices

  • hand hygiene first:

    • 70%-90% alcohol-based hand rub (ABHR): preferred when hands are not visibly dirty

    • Soap & water: mandatory when hands are visibly dirty or soiled

    • Always practice before food prep, after diapering/toileting, and around sensory play


  • cleaning vs. Disinfecting:

    • Cleaning: warm water, detergent, and physical action to remove dirt (does not kill germs)

    • Disinfecting: chemical process to kill remaining germs (must clean surface first!)


  • glove usage:

    • Single-use only; never replaces proper hand hygiene


Environmental protocols & room maintenance

  • toys & mouthed items:

    • Clean and disinfect mouthed items after EACH use

    • Wash infant toys daily, toddler/preschool toys weekly, school-age monthly


  • sensory play:

    • Discard homemade playdough and slime DAILY; drain and sanitize water tables daily


  • diapering & washrooms:

    • Disinfect change pads after EACH change; dedicated sinks used only for hygiene


  • sleep arrangements:

    • Position children head-to-toe to prevent respiratory droplet spread; launder linens weekly


Outbreak management: identifying illness

  • gastrointestinal (GI) outbreaks:

    • Case definition: 2+ episodes of committing, 2+ diarrhea, or 1 of each within 24 hours

    • Outbreak threshold: 2+ cases with a common link occurring within 48 hours


  • respiratory outbreaks:

    • Case definition: 2+ individuals with fever/congestion within 48 hours


  • key action steps:

    • Isolate ill children immediately until pickup

    • Enforce 48-hour symptom-free exclusion rule before return

    • Complete daily outbreak line lists and fax to WECHU daily by 10:00 AM


Elevating IPAC during an active outbreak

  • enhanced cleaning:

    • Switch to outbreak level disinfectant (e.g., 5000 ppm bleach for Norovirus)

    • Increase cleaning frequently on high-touch surfaces (doorknobs, taps, light switches)


  • programming adjustments:

    • Immediately cancel water, sensory, and communal play (plush toys, dress-up, playdough)

    • Cohort groups: keep staff and children assigned strictly to specific rooms


  • communication:

    • Post signage at all facility entrances and distribute outbreak letters to parents


Animals, plants & pest control

  • visiting & resident animals:

    • Permitted: vaccinated dogs, cats, rabbits, and small rodents (with health records)

    • Prohibited for under-5s: reptiles, amphibians, poultry, ferrets, and farm animals

    • Require hand hygiene immediately after animal or enclosure contact


  • gardening safety:

    • use raised beds and pasteurized garden soil; wash hands and produce thoroughly


  • integrated pest management (IPM):

    • store all food and dry sensory items in sealed, hard-plastic containers


Immunization & staff protection

  • children’s records:

    • Must collect complete immunization records (or valid expedition forms) prior to admission


  • staff vaccination requirements:

    • Mandatory: Tdap (tetanus, diphtheria, pertussis), MMR (measles, mumps, rubella), hepatitis B, varicella

    • Strongly recommended: annual seasonal influenza and COVID-19


  • exclusion protocols:

    • Non-immunized staff and children are excluded from the facility during outbreaks of vaccine-preventable diseases

risky play and the importance of physical activity for young children


What is risky play?

  • risky play is defined by thrilling and exciting forms of free play that involve uncertainty of outcome and a possibility of physical injury

  • Based on evidence gathered over the last 15 years, primarily in children 1 to 13 years of age, risky play is often further categorized into various types of play types

  • These categories are purposefully imprecise because activities can differ widely based on a child’s developmental stage (rather than age), past experience, and personality