PPT-Partnering with Child Care to Improve Oral Health for Children in Early Care and Education

DHL Webinar Presented by Linda Satkowiak ND RN Moderated by Michelle Landrum RDH MEd February 17 2017 General Reminders This webinar will be recorded and archived on the ASTDD website Questions will be addressed after the speakers are finished Please click on the icon at the top of your screen that looks like a person with their hand in the air The moderator will recognize and unmute you so you can ask your question. Donna Ah Chee, CEO. Introduction. Central Australian Aboriginal Congress . Aboriginal Health Status in the NT and early childhood development. Early Childhood: the evidence base. The Nurse Family Partnership Program. Maryland’s Children. Maryland. EXCELS. Ex. cellence . C. ounts in . E. arly . L. earning and . S. chool Age Care. What. . is. . Maryland. EXCELS?. Maryland EXCELS is a voluntary Tiered Quality Rating and Improvement System (TQRIS).. Original document included as part of . Healthy Futures:  Improving Health Outcomes for Young Children Medication Administration Curriculum. .  Copyright . ©. 2009 American Academy of Pediatrics. All Rights Reserved. The American Academy of Pediatrics does not review or endorse any modifications made to this document and in no event shall the AAP be liable for any such changes.. Cradle to Kindergarten: . A New Plan to Promote All Children’s Development. Ajay Chaudry, Taryn Morrissey, Christina Weiland, and Hirokazu Yoshikawa. BRIEFING. April 24, 2017. Georgetown Center on Poverty and inequality & U.S. Senate HELP and Finance Committees. April 29, 2015. About Program Standards Alignment . In developing and implementing a program quality continuum for early care and education the state:. Aligned foundational regulations (DCYF and BEP) with Brightstars standards and RIDE CECE Standards. In some cases the regulations/standards are the same across all three parts of the continuum and in some cases they gradually increase until they reach best practice/high quality expectations (e.g. curriculum).. Introduction to Safety and Injury Prevention in Early Care and Education Settings . Keeping Children Safe From Injuries. in Early Care and Education Settings . Welcome. Date. Location. PRESENTER INFORMATION HERE. Medication Safety and Poison Prevention. Keeping Children Safe From Injuries. in Early Care and Education Settings . Welcome. Date. Location. PRESENTER INFORMATION HERE. Learning Objectives. Explain why children are at risk for medication poisonings . Understanding Childhood . Injuries. Where are children injured?. Most injuries occur on the playground, accounting . for 50 to 60 percent of all . injuries child care settings.. F. urniture. , . stairs, windows, or slipping and tripping hazards . ’. s Environmental Health in your Early Childhood Program. Common practices to keep your kids safer. Margo Young, Hester Paul and Jacque Sell. October 31, 2012. Learning Objectives. Discover why children are more vulnerable to environmental exposures. What would be the result if a child was never “sprinkled with love or patiently nurtured”?. Warm-up. “. Caring for children is like planting seeds of knowledge. You sprinkle them with love, and patiently nurture their growth to help them discover tomorrow's dreams.. Shellie Harden, DDS, MPH. Illinois Department of Human Services. Permission . . given to photocopy . . slides . from . Oral . Health Training for Health Professionals. . © 2004 by . National . Maternal and Child Oral Health Resource Center, Georgetown University.. Introduction to Licensed Group Settings. Welcome!. Thank you for choosing to become part of such a rewarding profession.. We . would like to welcome you to our community where you will find many like-minded individuals and . ThanksFcfipd hete and sealBUSINESS REPLY MAILFIRST CLASS PERMIT NO 168 SALEM OREGONPOSTAGE WILL BE PAID BY ADDRESSEEPublications SectionOregon Department of EducationSalem Oregon 97310No PostageNecess CHILDHOOD INVESTMENT S January 2015 1 Contents Executive Summary ................................ ................................ ................................ ................................ ..