NORTH CAROLINA CHILD CARE HEALTH AND SAFETY BULLETIN N O R T H C A RO L I N A C H I L D C A R E H E A LT H AND S A F E T Y R E S O U RC E C E N T E R VOLUME 9 , ISSUE 6 DECEMBER 2007/JANUARY 2008 About The Resource Center The NC Child Care Health and Safety Resource Center is a project of the Department of Maternal and Child Health, School of Public Health, The University of North Carolina. Project Director: Jonathan Kotch. Funding for the Resource Center originates with the Maternal and Child Health Title V Block Grant of USDHHS’s Health Resources and Services Administration/Maternal and Child Health Bureau, awarded to the University under a contract from the Division of Public Health, NCDHHS. The development, translating, printing, web posting and mailing of the NC Child Care Health and Safety Bulletin are supported by funding from the Child Care and Development Fund Block Grant of the Child Care Bureau, Administration on Children and Families, USDHHS, through a contract between the Division of Child Development, NCDHHS, and the Department of Maternal and Child Health, School of Public Health, The University of North Carolina at Chapel Hill. In This Issue 1 Safe Toys for Children 2-3 Let’s Get Down and Play 4 Toy Safety 5 Come Play With Me! 6. Just Change It Up! 7 Alike - and Different 8 Ask the Resource Center Safe Toys for Children illions of toys have been recalled in recent months. The reports of lead poisonings, finger amputations, death and disability hardly bring forth images of happy children at play. With all the recent recalls, knowing which toys are safe for children to play with might seem confusing. Though the alarming number of recalls has raised public awareness about the topic of toy safety, these issues are not new. In 2005, the CPSC (Consumer Product Safety Commission) reported 20 toy-related deaths. More than 200,000 toy-related injuries were treated in hospital emergency rooms. Most of the recently recalled toys were produced in foreign countries and contained lead. Though there are regulations that govern the safety of toys sold in the US , toys are randomly inspected or inspected when there is a concern. Toys manufactured in other countries may have different or less stringent standards than those in the US. It is more likely that toys made abroad could contain harmful levels of lead. Lead was found in paint in children’s toys and in children’s costume jewelry. Lead is a serious toxin that can interfere with brain development. It can cause lasting learning and behavior problems. In high enough doses is can cause death. Lead cannot be seen or smelled; it can only be detected in a lab. Providers cannot check for lead in donated toys, antique toys, or toys bought at flea markets and thrift shops. Any toy not known to be safe should be removed. Providers can go to the CPSC web site www.cpsc.gov/ for recalls of new toys. Providing safe and appropriate toys is fundamental to healthy child care. In addition to checking for recalls, providers can check to make sure all toys are sturdy and well constructed. Toys should be checked frequently and repaired or discarded if they are broken. Providers can find out the recommended ages for toys and how to use them by reading the labels on the packaging. Each child develops differently and the toys should match his or her developmental age and interest. M Play, an invaluable part of childhood, builds imaginations, minds and bodies. It is the way children learn. Cooperative play promotes social/emotional development and builds language skills. Dramatic play fosters confidence and creativity. Physical play builds large muscles, coordination and balance. Working with art materials, puzzles and blocks develops small motor skills and promotes creativity and logic. Providing a wide range of developmentally appropriate toys ensures that children with different abilities and interests will find toys that are fun and stimulating. Offer enough toys so that each child can choose from a variety of toys, and offer duplicates of favorite toys. Providers can rotate toys when children seem ready for something different to play with. When a favorite toy is rotated back into the classroom, it can feel like an old friend returning after a long separation! The recent recalls remind providers to take a second look at the toys they offer to the children in their programs. When they know what to look for, providers can ensure that the toys are safe and appropriate. Appropriate toys enhance children’s learning experiences and provide hours of fun! References: Choosing Safe Toys. Retrieved Oct. 10. 2007 from www.kidshealth.org/parent/growth/learning/safe_toys.htm Toy Injury, The Facts. Retrieved Oct. 10. 2007 from www.usa.safekids.org/tier3_cd.cfm?folder_id=540&conte nt_item_id=1212 Toy Recall Update: Mattel Recalls 9 millions Toys. Retrieved Oct. 10. 2007 from www.kidshealth.org/research/another_recall.html Let’s Get Down and Play! Children learn about their world and their place within it through play, and toys are the tools of children’s play. Children need a wide variety of toys to support different areas of development and individual interests. Hands on toys Art and music Construction items Experimental materials • eye-hand coordination • understanding of how things work • cooperation • problem solving • fine motor development • creativity • early literacy skills • early math skills • cultivation of artistic senses • fine motor development • muscle strength • early science concepts • math skills • problem solving • planning • early science skills • discovery • control over material • early literacy skills Books and recordings Blocks Active play equipment • early math skills: shapes, sorting, spatial relations • early science concepts • cooperation • problem solving • strong muscles • coordination • balance • physical confidence • early social skills • emotional and social skills • experimentation with new behaviors • expression of personal concerns and conflicts • imagination • planning • language and vocabulary • appreciation of literature • early literacy skills • appreciation of music Pretend play Matching Toys with Developmental Age, Skills and Interest Developmental milestones are approximate guidelines to development. Each child develops at his or her own pace, some hitting milestones early, some a little later than others, and many within the typical age range. Consider the child’s individual development, language skills, physical skills, feelings and interests when selecting toys. Infants Birth to 3 months With their fresh smiling faces and burbling coos, new babies are a delight. Babies look intently at faces; their visual system is developing rapidly. Babies turn their heads toward sounds; they babble and imitate those sounds. Hands and feet are endlessly fascinating; they kick their feet in excitement as they reach for objects with their hands. • Toys: rattles, rings, squeeze toys, toys with bright pictures, mobiles, high contrast pictures, unbreakable mirrors • Books: board, cloth and vinyl books that have bright pictures, simple shapes and familiar faces or objects. • Music: music boxes or CD players with soft music bang, grasp, and shake them. They can pick up objects and put them in and out of containers. Babies can usually find a toy hidden by an adult in play. During this time babies begin to remember simple events and understand simple concepts. • Toys: rag and baby dolls, stuffed animals, puppets, containers of large beads, large plastic blocks, balls, stacking toys, nesting toys, plastic containers, cups, pails, toys that float or squirt, large building blocks, toy phones, push-pull toys, large soft balls, small wooden cubes, water toys that float, rubber and plastic balls, rubber or soft vehicles with wheels • Books: photo albums of family and friends, touch and feel books, plastic/vinyl books for bath time, rhythmic poems • Music: recordings of sounds and songs 4-6 Months Babies between the ages of 4 and 6 months enjoy interacting with their caregivers. At this age babies listen to and imitate sounds; they smile, laugh and gurgle, and they babble when “babbled” to! They are interested in mirror images and respond to expressions of emotions. Babies grasp and bat at objects and, if the results are interesting, they repeat actions over and over again. • Toys: soft dolls, textured balls, toys that make noise when batted or squeezed, pictures of faces, unbreakable mirrors • Books: board, cloth and vinyl books with photos of other babies and familiar objects; books that include simple rhymes and poems • Music: songs, large bells, tambourines, rattles and maracas 7-12 Months Babies between the ages of 7 and 12 months are increasingly mobile. During this time, most will learn to sit, crawl and take their first steps. Babies can explore toys and 2 • HEALTH AND SAFETY BULLETIN • DECEMBER 2007 / JANUARY 2008 Young Toddlers 1-2 Years During the second year of life children learn to walk, climb stairs, run, kick balls, walk with pull toys, and stand on tiptoe. Toddlers show pride in their accomplishments as they experiment with objects and solve problems. Toddlers can sort by shapes and colors. They understand common words and follow simple instructions. Their understanding of language helps them to enjoy listening to stories. Children this age begin to play side by side with their peers and often engage in pretend play. • Toys: balls of all sizes, surprise boxes, large pegboards, large piece puzzles with knobs, large beads to string, large cardboard box to crawl in, toys that jingle, plastic measuring cups, boats, washable dolls for water play, geometric and unit blocks, stacking toys, containers, push and pull toys • Books: with just a few words on each page; that rhyme and have a predictable text; that say hello and goodbye, good morning and goodnight; that have shapes and animals of all sizes; that have simple large colorful illustrations • Music: music box recordings with songs, bells, drum, musical tops, musical keyboards, songs with movement • Art: soft play dough, clay, wide watercolor markers, fat nontoxic crayons, large blank pieces of art paper • Pretend play: kitchen set, small broom, sponge, camera, wagon, riding toy, washable dolls of all sizes, play phones, people and animals made of wood or rubber Older Toddlers 2-3 Years Older toddlers are on the go, learning new skills, and gaining more control over their bodies, fingers and hands. They walk independently, climb stairs, and pedal tricycles. They can hold a pencil and scribble, build a tower of 6 or more blocks, turn pages of a book, and screw and unscrew jars. Language grows rapidly during this period; children use simple phrases and follow simple instructions. Toddlers are eager to be with other children, playing make believe and other games with their friends. • Toys: puzzles with knobs (4-20 pieces), pegboards, sewing cards, stacking toys, picture lotto, dominos, sound matching games, wooden train set with large pieces, large rubber balls, Duplo® blocks, texture matching games, wagon or wheelbarrow, riding toys, beginning tricycle, wood block units with accessories, blackboard and chalk • Books: with simple stories and rhymes children can memorize; about counting, the alphabet or shapes and sizes; about animals, vehicles and playtime; pop-up books; books that are funny • Music: classical, folk, and children’s music, triangle • Art: tempura paint, finger paint, brushes, blunt scissors, white glue • Pretend play: hand puppets, washable dolls with a few clothes, doll bed, dress up clothes (no hats – possible lice) shawls, skirts, shirts, and shoes, tea party utensils Preschoolers 3-5 Years Preschoolers are interested in the world around them, and want to experience everything first hand. Their physical skills are well developed; they can skip, gallop, throw balls overhand and pump themselves on a swing. Preschoolers’ language skills are usually well developed and they use these skills to ask lots of questions. Preschoolers’ attention spans are increasing, allowing them to listen to complete stories. They participate in group activities where they often become boisterous and silly! Preschoolers often engage in dramatic play where they develop social skills, explore different roles, and sometimes work through difficult emotions. • Toys: puzzles with more pieces, simple card or board games, Duplo®/ Lego® blocks, sorting objects, CD or tape player, unit blocks – shapes and accessories, realistic model vehicles, construction set, hammer, sand and water play equipment, egg beater, bats and balls, (plastic) balance board, bowling pins, ring toss, bean bags and target • Books: children who are alike and different, counting and concept books, science books, how thing work, trains, cooking, friends, doctor visits, going to school, sisters and brothers, and texts they can memorize • Music: xylophone, maracas, tambourine, cymbals • Art: clay, easel, chalk, paste, tape, collage materials • Pretend play: child sized stove or sink, toy phone, play food, cardboard cartons, dress up clothes, doll carriages and accessories, airport, dollhouse, miniature settings, finger or stick puppets References for pages 2 and 3: American Academy of Pediatrics. Caring for Your Baby and Young Child, Birth to Age 5. Bantom Books; 2004 NAEYC. Toys for Learning. National Association for the Education of Young Children: Washington, DC DECEMBER 2007 / JANUARY 2008 • HEALTH AND SAFETY BULLETIN • 3 Toy Safety Choose toys wisely when setting the stage for how and what children will learn. Before buying new toys check product recalls at www.cpsc.gov/cp scpub/prerel/category/toy.html. Read and follow the warning labels. Offer toys that match with the child’s abilities and always provide close supervision of children playing with toys. December is Safe Toys and Gifts Month December 2-8 National Handwashing Awareness Week January is National Birth Defects Prevention Month Family Fitness Month January 24 Women’s Healthy Weight Day January 14-20 National Folic Acid Awareness Week January 20-26 Healthy Weight Week February is Prevention of Injuries from Toy Hazards Choking: Choking on balloons, small parts, small toys and balls remains a leading cause of toyrelated deaths and injuries. Items that fit in a choking tube or an unused roll of toilet paper are too small for children under 3 years of age. Latex balloons cause more childhood deaths than any other toy and should be kept out of reach for children under 8 years of age. Strangulation: Check length of cords or elastics on pull toys used by children under 3 years of age. Remove knobs or beads if length is longer than 12 inches. Check the cords or elastics on toys in the infant and toddler rooms. If they can tangle or form a loop, the length should be less than 14 inches. Hearing loss: Almost 15 percent of children ages 6 to 17 show signs of hearing loss. Decrease the sound from loud toys by removing batteries or covering the speakers with tape. Exposure to Toxic Chemicals: Some toys expose children to dangerous chemicals. Choose wooden or cloth toys over toys made with PVC plastic. Swallowed Magnets: Avoid magnetic toys for children less than 6 years of age. If a child swallows more than one magnet, seek immediate medical attention. Reference: American Heart Month National Children’s Dental Health Month Kids E.N.T. (Ears Nose & Throat) Health Month February 1 Give Kids a Smile Day February 1 National Wear Red Day (Awareness Campaign for Women about Heart Disease) February 1-7 National Women’s Heart Week Bulletin Board Find the Hidden Critter! In the 2008 NC Child Care Health and Safety Calendar there will be a hidden critter on one of the pages. To find out what the hidden critter looks like, check the back page of the calendar. Read the content of the calendar carefully to locate the hidden critter. Be one of the first 100 callers in your region to • Call us at 800-367-2229 • Tell us where you found the critter hiding • And receive a free gift! MRSA (methicillin-resistant Staphylococcus aureus) MRSA is a type of staph that is resistant to methicillin and other more common antibiotics. MRSA infections in the community usually occur in healthy people and show up as skin infections such as red, swollen and painful pimples or boils that contain pus or other drainage. Most MRSA infections are treatable with antibiotics. Prevent the spread of MRSA by practicing good hygiene: 1. Wash hands thoroughly with soap and water. 2. Keep cuts and scrapes clean and covered with a bandage until healed. 3. Avoid contact with other people’s wounds or bandages. If a person has MRSA symptoms he or she should see a health care provider. For information about Controlling MRSA in Child Care visit: www.nrms.k12.nc.us/departments/staff_wellness/PDF/child.care.MRSA.pdf www.uspirg.org/issues/toy-safety 4 • HEALTH AND SAFETY BULLETIN • DECEMBER 2007 / JANUARY 2008 We encourage you to copy page 5 and distribute it to families. S F Y In addition to being safe, toys for young children should match the children's stages of development and emerging abilities. Each child develops at her or his individual pace. Children learn through play and toys invite children to play. Look for toys that are both within the child’s ability and understanding, and that represent their world. Avoid toys that are too simple or too hard for a child. This can cause frustration and may expose the child to a safety hazard. OCU F Come Play with Me! AMIL • Encourage literacy and a love of the arts. Young children of all ages enjoy music. Offer chimes, music boxes, books with music and pictures, recordings of lullabies and simple songs. Many safe and appropriate play materials are free items typically found at home. There is no need to “break the bank” when everyday objects can offer hours of creative play. • Sturdy plastic cups, plates, and wooden or plastic spoons • Small saucepans and their non-glass lids • Empty plastic bottles. Add water and food coloring to change the weight, feel, and color. • Plastic jars and freezer containers with lids • Paper and fabric of various textures and colors to crumple, tear, and handle • Every possible variety of Provide a variety of toys “ball”: ping pong balls, to stimulate interest and beach balls, balls of string Toy safety considerations encourage learning. Then or yarn, pieces of fruit join in the fun! Sturdy and Safe Construction – No small pieces, • Things that roll but are • Encourage social and sharp edges, or easily breakable parts not spherical: large thread language development. Washable – Remember, babies put everything in spools, wrapping paper Read board books and their mouths. tubes nursery rhymes to infants Non-toxic finish – Lead-free paint and toddlers to help them • Flat hard things: a ruler or learn words. a sandpapered strip of Safe Size – Choking can occur if a toy is less • Encourage creativity and wood than 5/8 inch in diameter or has small breakable imagination. Offer art • Things that are squishy: parts. No latex balloons for children under 8 supplies for preschoolers foam rubber or a clean years old. and toddlers: crayons and sponge markers, paintbrushes and No Strings Attached – Strings, cords or ribbons • Things with lumps, dips finger paint, modeling clay are a strangulation hazard for babies. Attach and holes: empty soda and playdough, different toys to cribs or playpens with plastic, bottles, muffin tins, papers for collages. Set the colorful links. strainers stage for imaginary play Safe Sound – Sharp, loud sounds can damage • Something big and heavy with cooking utensils and young, delicate ears. but safe: a loaf of bread or dress-ups. a cushion • Encourage development of eye-hand coordination and large and small motor • Large cardboard boxes can become tunnels, play control. Play ball with toddlers and infants: kick, houses and more catch, throw and chase balls of all sizes. Creative and appropriate toys not only occupy and • Encourage the learning of cognitive concepts like educate children – they are just plain fun! color and shape identification, matching and cause and effect. Provide items for preschoolers like References: matching games, magnifying glasses, measuring cups, Good Toys for Young Children and block play. National Association for the Education of Young Children • Encourage physical activity. Riding toys and climbers Retrieved Oct. 4, 2007 from www.naeyc help toddlers and preschoolers explore and develop Everyday Objects For Play University of Utah Hospitals and Clinics, Office of Patient Education gross motor skills. Push and pull toys do that for Retrieved Oct. 4, 2007 from beginning walkers. http://uuhsc.utah.edu/pated/handouts/handout.cfm?id=634 1-800-367-2229 N O RT H C A R O L I N A C H I L D C A R E H E A LT H & S A F E T Y R E S O U R C E C E N T E R DECEMBER 2007 / JANUARY 2008 • HEALTH AND SAFETY BULLETIN • 5 Just Change It Up! Join the children and invent, experiment, expand and enjoy the opportunities for active and quiet play. Adapting Toys Many toys and materials used by typically developing children can be adapted easily for children with disabilities. Tips for making items easier to grasp and manipulate: Toys for Outdoors Outdoor spaces that inspire children, invite them to play. Many outdoor environments have permanent features such as playground equipment, trees, and sheds or play houses. These features do not need to be the only things that define the outdoor space. Varying the choices for outdoor play encourages children to adapt and be creative. Bring out loose parts, prop boxes, and activities that typically take place indoors. Outdoor projects and research add a new purpose to being outdoors. Magnifying glasses, tape measures, and paper bags are tools of exploration. Add crayons and paper to document observations. Simple tools for complex learning. Large playground structures offer children a wide range of physical challenges: climbing, navigating a slide, wiggling across a suspended bridge. Children also need spaces to run, ride, and practice skills like throwing, balancing and hopping. Rotate in loose parts (moveable equipment) and challenge the children to use them in a variety of ways. How many ways can hula hoops be used? Or large snap together blocks? What about blankets, zoo animals and vehicles? Or tubs for bathing baby dolls? Add a clothes line on laundry day. Virtually anything that can be done indoors can also be done outdoors and often with surprising results. An outdoor arts center allows items like stones, leaves, seeds, pine cones and needles to be added to clay sculptures or collages. And children experience great freedom outdoors where they can really make a mess! Provide the materials and the opportunity and see what the children can do. The outdoors can also offer quiet time for one or two. A favorite tree can become a reading nook. Place a basket of books nearby and sit a stuffed bear against the tree. Soon a child will be snuggled up with the bear and a book. Or place two trays of manipulatives under the tree. Add a box of small vehicles or animals and see what happens. Sand play can be both soothing and very creative, especially when there are pails, measuring cups, sieves, shovels, trucks and dinosaurs to add to the fun. • Add wooden knobs or spools to puzzle pieces. • Attach plastic rings to toys. • Attach small squares of weather stripping or small felt pads to the top right corner of book pages to separate pages. • Modify paint brushes, markers, crayons, or pencils by wrapping clay, foam or cloth around them to make them thicker. • Attach one side of Velcro® to children’s gloves or sweatbands and the other side to children’s toys. • Stabilize toys by attaching magnetic strips to them so the toys can be positioned upright on a cookie sheet. • Secure toys to surfaces using suction cups, c-clamps, non-skid matting, Velcro® and sandbags. • Suspend toys from appropriate surfaces. • Add adaptive switches to toys with “on/off” functions. • Use chenille sticks or stiff lacing instead of shoestrings for stringing beads. Increasing sensory input may enhance learning opportunities. To encourage the child to explore a toy or use one differently, consider these ideas: • Add familiar smells by rubbing food extracts or other scents on toys. Try adding vanilla extract to play dough. • Add new textures to toys or activities. Mix sand in finger paint or put Velcro dots on blocks. • Vary temperatures to create new interest in toys and activities. Freeze the play food or change the temperature of the water in the water table. • Increase visual contrast to help children see the different parts of a material or activity. Use different colors of paint or markers to color spaces for each puzzle piece. Select paper for drawing, coloring or painting that is a different color from the table or easel. References: Greenman,J. Caring Spaces, Learning Places: Children's Environments That Work. Redmond, WA: Exchange Press; 1988. McGinnis, J. Children's Outdoor Environments. A Guide to Play and Learning. NC Partnership for Children; 2000 Wesley, P. W., Dennis, B. C., & Tyndall, S. T. QuickNotes: Inclusion resources for early childhood professionals. Chapel Hill: University of North Carolina, FPG Child Development Institute; 2007. Adapted with permission from Partnerships for Inslusion. 6 • HEALTH AND SAFETY BULLETIN • DECEMBER 2007 / JANUARY 2008 Alike – and Different It's a small world after all, it's a small world after all, It's a small world after all, it's a small, small world. There is just one moon and one golden sun And a smile means friendship to everyone Though the mountains divide and the oceans are wide, It's a small world after all. Imagine a world where everyone looks the same or celebrates special occasions in the same way. Sounds boring, doesn’t it? Differences in people make the world a more interesting place. Many early childhood professionals wonder how they can embrace the cultures represented by all children. They consider which holidays to celebrate in their program or classroom. As young children begin to form their identity and self-concept, they question the world around them. Who are the people who celebrate a specific holiday? Where do they live? How are they like me? How are they different? An environment in which children learn about similarities and differences promotes awareness and acceptance of both them selves and others. Remember that children are naturally curious about the differences – and should be recognized for their own and their family’s unique qualities. Activities That Support Understanding of Alike and Different! • Place a full-length mirror (acrylic) in the dramatic play center. Encourage children to look at themselves. Discuss their appearance and how they are alike or different from the other children. Help them see that no one is exactly alike. Extend the activity by creating graphs of how many in the group have brown eyes, red hair, etc. • Make hand and foot prints. Whose fingers are the longest? Who has the widest foot? • During circle time, talk with children about how people are the same, especially when it comes to feelings. Use props to demonstrate how we may be different on the outside but the same on the inside. One idea is to use brown and white eggs. Ask the children to tell you how they are different in color, size, and shape. Then, using clear bowls, break the eggs open and ask the children to tell you what they see. Like the eggs, despite the obvious differences, we are all built the same on the inside, which is what makes us human beings. • All year-round classroom photos, books, and materials should reflect various cultures, skin colors, and ways people celebrate. Avoid the "tourist" approach. This approach emphasizes the "exotic" differences between cultures without reflecting current dayto-day life and how people are alike. Celebrate Alike and Different! Different Just Like Me by Lori Mitchell 1999 It’s Okay to Be Different by Todd Parr 2001 Kids Around the World Celebrate!: The Best Feasts and Festivals from Many Lands by Lynda Jones 1999 • Gather holiday or seasonal music that families in the program enjoy. Teach children songs and dances from different cultures. Children will begin to see that all people like to sing and dance, but every group has its own special ways of doing it. Invite family members to talk with children about what is being celebrated. The Big Orange Splot by D. Manus Pinkwater 1993 The Colors of Us by Karen Katz 2002 We Are All Alike . . . We Are All Different by the The Cheltenham Elementary School Kindergartners 2002 = Infant-Toddler =Preschool-School Age DECEMBER 2007 / JANUARY 2008 • HEALTH AND SAFETY BULLETIN • 7 Ask the Resource Center Q: I heard that children under 6 years of age should not be given nonprescription cold or cough medications. How can a parent or a provider help a child with a cold or cough feel better if they can not give cough syrup or cold medications? A: In October 2007, the Food and Drug Administration’s (FDA) Nonprescription Drugs and Pediatric Advisory Committees met and discussed the safety and effectiveness of cough and cold drug product use in children. They noted there is a lack of proven effectiveness when the products are used with children. They also noted the need for clinical trials. For both those reasons the committees recommended that the ingredients in cough and cold medications not be used in children younger than 6. Though there is no cure for a cold virus, there are ways to relieve the symptoms of a cold. For a stuffy nose parents can try using saline nose drops to loosen the mucus. Only saline nose drops, NOT nonprescription nose drops containing medication, should be used. For an infant under 6 months of age, an adult can clear a stuffed up nose by using a suction bulb. The bulb should be squeezed, inserted in one nostril and then released slowly to draw out the mucus. The process should be repeated in the other nostril. A cool-mist humidifier adds moisture to the air and to the nasal passages. This helps thin the mucus. Humidifiers need to be cleaned and disinfected according to the manufacturer’s instructions. Humidifiers should be filled just before each use and emptied when they are turned off. Acetaminophen or ibuprofen will help relieve a fever. Follow the recommendations on the packaging for children more than 2 years of age. For children under 2 years of age, ask a health care provider for the dose that is best for the child’s age and weight. Aspirin should not be given. It is associated with the life threatening Reye syndrome. A stuffy nose sometimes makes it hard to drink fluids. A person with a fever often loses body fluids from sweating. Offer small amounts of breast milk, formula, water or other clear liquids to help hydrate the body. If the symptoms do not get better or if they get worse, contact a health care provider for advice. References: American Academy of Pediatrics. 3/07. Parenting Corner Q&A: Childhood Infections. Retrieved Nov. 4, 2007 from www.aap.org/healthtopics/commonillness.cfm. FDA News. Vol. 2, Number 43. Oct. 25, 2007. Advisory Committees Recommend Against Cough and Cold Medications in Children Under . Retrieved Nov. 4, 2007 from www.fdanews.com/newsletter/article?articleId=100166&issueId=10904. HEALTH BULLETIN EDITOR: VOL. 9 ISSUE 6 Jacqueline Quirk CONTRIBUTORS: Lucretia Dickson, Jeannie Reardon, Suzanne Meek DOWNLOAD: You may download a copy of this publication from our website at: www.healthychildcarenc.org REPRINTING: Articles may be reprinted without permission if credit is given to the bulletin and the material is not reproduced for commercial purposes. This publication is produced by the North Carolina Child Care Health and Safety Resource Center and distributed to licensed child care facilities, CCR&R agencies, DCD child care licensing consultants, and child care health consultants throughout North Carolina. 10,000 copies of this document were printed at a cost of $.46 per copy We’d like to hear from you… Call us at 1-800-367-2229 to share your comments and request articles or information. 8 • HEALTH AND SAFETY BULLETIN • DECEMBER 2007 / JANUARY 2008 NC Child Care Health & Safety Resource Center 1100 Wake Forest Road, Suite 100 Raleigh, NC 27604 Nonprofit Org US Postage PAID Chapel Hill, NC Permit No. 177 POSTMASTER: Please deliver as soon as possible – time dated material enclosed
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