Implement procedures for staff, parents, and children that prevent childhood illnesses and communicable diseases.
- adherence to immunization standards
- adherence to state health, safety, and sanitation standards
- food-preparation procedures
- cleaning and sanitation procedures for equipment and materials
- mealtime behavior standards
- basic hygiene procedure
- standard hand-washing procedure.
- Why should procedures that prevent childhood and communicable diseases be in place?
- What types of procedures might help prevent childhood and communicable diseases?
- What are some common childhood illnesses and their symptoms?
- What universal precautions can be taken to prevent illnesses and diseases?
- How should information about the prevention of childhood illnesses and communicable diseases be communicated to staff, parents, and children?
- What information must be provided to parents if a student in the facility has a childhood illness or communicable disease?
- Where will the information about the prevention of communicable diseases be found?
- What is the procedure if parents choose not to immunize their child?
- What are the expected outcomes of providing education regarding the spread of communicable diseases to students, staff, and parents?
- What are the local, state, and federal guidelines regarding the practice of prevention of communicable diseases?
- How will the students prevent communicable diseases among themselves and preschoolers?
- Who makes the final decision of who is going home due to illness?
Related Standards of Learning
History and Social Science
The student will apply social science skills to understand economic systems by
- identifying the basic economic questions encountered by all economic systems;
- comparing the characteristics of traditional, free market, command, and mixed economies, as described by Adam Smith and Karl Marx; and
- evaluating the impact of the government’s role in the economy on individual economic freedoms.
The student will apply social science skills to understand the role of government in the Virginia and United States economies by
- describing the provision of government goods and services that are not readily produced by the market;
- describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
- investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
- analyzing how Congress can use fiscal policy to stabilize the economy;
- describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
- evaluating the trade-offs in government decisions.
The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by
- assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;
- evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);
- evaluating the evolving and changing role of government, including its role in the American economy; and
- explaining scientific and technological changes and evaluating their impact on American culture