Immediate download (eBook PDF) Health, Safety, and Nutrition for the Young Child 10th Edition ebooks 2024

Download the full version of the ebook now at ebooksecure.
com
(eBook PDF) Health, Safety, and Nutrition for

the Young Child 10th Edition
https://ebooksecure.com/product/ebook-pdf-health-
safety-and-nutrition-for-the-young-child-10th-
edition/
Explore and download more ebook at https://ebooksecure.com

Recommended digital products (PDF, EPUB, MOBI) that
you can download immediately if you are interested.
(eBook PDF) Health, Safety, and Nutrition for the Young

Child 9th Edition
http://ebooksecure.com/product/ebook-pdf-health-safety-and-nutrition-
for-the-young-child-9th-edition/
ebooksecure.com
(eBook PDF) Nutrition, Health and Safety for Young

Children: Promoting Wellness 3rd Edition
http://ebooksecure.com/product/ebook-pdf-nutrition-health-and-safety-
for-young-children-promoting-wellness-3rd-edition/
ebooksecure.com
(eBook PDF) Nutrition for Health and Health Care 7th

Edition
http://ebooksecure.com/product/ebook-pdf-nutrition-for-health-and-
health-care-7th-edition/
ebooksecure.com
(eBook PDF) The Young Child: Development from Prebirth

Through Age Eight 7th Edition
http://ebooksecure.com/product/ebook-pdf-the-young-child-development-
from-prebirth-through-age-eight-7th-edition/
ebooksecure.com
(eBook PDF) Occupational Health and Safety for
Technologists, Engineers and Managers 2nd Edition
http://ebooksecure.com/product/ebook-pdf-occupational-health-and-
safety-for-technologists-engineers-and-managers-2nd-edition/
ebooksecure.com
Nutrition for Health and Health Care 7th Edition Edition

Linda Kelly Debruyne - eBook PDF
https://ebooksecure.com/download/nutrition-for-health-and-health-care-
ebook-pdf/
ebooksecure.com
(eBook PDF) Critical Conversations for Patient Safety: An

Essential Guide for Health Professionals
http://ebooksecure.com/product/ebook-pdf-critical-conversations-for-
patient-safety-an-essential-guide-for-health-professionals/
ebooksecure.com
(eBook PDF) Fundamentals of Occupational Safety and Health

7th Edition
http://ebooksecure.com/product/ebook-pdf-fundamentals-of-occupational-
safety-and-health-7th-edition/
ebooksecure.com
Nutrition for Health and Health Care (MindTap Course List)

7th Edition Linda Kelly Debruyne - eBook PDF
https://ebooksecure.com/download/nutrition-for-health-and-health-care-
mindtap-course-list-7th-edition-ebook-pdf/
ebooksecure.com
MAROTZ
Health, Safety and Nutrition
Health, Safety Nutrition and
for the YOUNG CHILD
for the
L Y N N R. M A R O T Z
10e
YOUNG CHILD
10e
ISBN-13: 978-0-357-04077-5
ISBN-10: 0-357-04077-5
9780357040775_CVR_hr.indd 1 SE/Marotz, Health, Safety, and Nutrition for the Young Child, 10th Edition ISBN -978-0-357-04077-5 ©2019 Designer: DDavidson 10/30/18 8:59 PM
Text & Cover printer: Quad Graphics Binding: PB Trim: 8.5" x 10.875" CMYK
Contents
UNIT 1 Promoting Children’s health: healthy lifestyles

and health Concerns 1
Chapter 1 Children’s Well-Being: What it Digital Download Teacher Checklist 2-2 Warning Signs of Potential Mental
Health Problems 45
is and how to achieve it 2 2-3b Recording Observation Results 46
1-1 The Preventive health Concept 3 2-3c Confidentiality of Health Information 46
2-3d Benefits of Health Observations 47
1-1a National Health Initiatives 4
2-4 Family involvement 48
1-2 health, Safety, and nutrition: an interdependent
2-4a The Family’s Responsibility 48
relationship 8
1-2a What Is Health? 8 2-5 health education 49
1-2b What Factors Influence Children’s Health? 9 Digital Download Partnering With Families Children’s Oral Health 50
1-2c Safety 10
1-2d Nutrition 11 Summary 52 Terms to Know 52 Chapter Review 52
Case Study 53 Application Activities 53
1-3 Children’s growth and development 12 Helpful Web Resources 54 References 54
1-3a Growth 13
1-3b Development 15
1-4 Promoting a healthy lifestyle 18 Chapter 3 assessing Children’s health 55
1-4a Injury Prevention 19 3-1 health records 56
1-4b Body Mechanics and Physical Activity 19
3-1a Child Health Histories 57
Digital Download Teacher Checklist 1-1 Proper Body Mechanics for Adults 20 3-1b Medical and Dental Examinations 59
1-4c Oral Health 21
3-2 Screening Procedures 59
Digital Download Teacher Checklist 1-2 Promoting Children’s Tooth
Brushing 22 3-2a Height and Weight 59
3-2b Body Mass Index 60
1-4d Mental Health and Social-Emotional Competence 23
3-2c Vision 60
Digital Download Teacher Checklist 1-3 Strategies for Managing Teacher
Digital Download Teacher Checklist 3-1 Early Signs of Visual Abnormalities in
Stress 25
Infants and Toddlers 61
Digital Download Teacher Checklist 1-4 Strategies for Increasing Children’s
Digital Download Teacher Checklist 3-2 Signs of Visual Acuity Problems in
Resilient Behaviors 31
Older Children 63
1-4e Resilient Children 31
3-2d Hearing 65
Digital Download Partnering With Families Growing Your Child’s Brain 33
Digital Download Teacher Checklist 3-3 Behavioral Indicators of Children’s
Summary 34 Terms to Know 34 Chapter Review 35 Hearing Loss 66
Digital Download Teacher Checklist 3-4 Early Signs of Hearing Loss in Infants
Helpful Web Resources 36 References 36 and Toddlers 66
3-2e Speech and Language 68
Digital Download Teacher Checklist 3-5 Strategies for Communicating with
Chapter 2 daily health observations 39 Children Who Are Hearing-Impaired 68
2-1 Promoting Children’s health 41 3-2f Nutritional Status 71
2-1a Gathering Information 42 3-3 referrals 75
2-2 observation as a Screening Tool 43 Digital Download Partnering With Families Children’s Eye
Safety 76
2-3 daily health Checks 44
Summary 78 Terms to Know 78 Chapter Review 78
2-3a Method 44
Digital Download Teacher Checklist 2-1 Health Observation
Helpful Web Resources 80 References 80
Checklist 44
vii
38642_fm_ptg01.indd 7 11/5/18 12:46 PM

viii CONTENTS
Chapter 4 Caring for Children with Special 5-4c Immunization 124

5-4d Environmental Control 126
Medical Conditions 83 Digital Download Teacher Checklist 5-2 Universal Precautions for Handling
4-1 inclusive education: Supporting Children’s Body Fluids 126
Success 84 Digital Download Teacher Checklist 5-3 How and When to Wash
Hands 128
4-2 Common Chronic diseases and Medical
Digital Download Teacher Checklist 5-4 Sanitary Diapering
Conditions 86
Procedure 129
4-2a Allergic Diseases 87
Digital Download Teacher Checklist 5-5 Readiness Indicators for Toilet
Digital Download Teacher Checklist 4-1 Cold or Allergy: How
Training 130
to Tell? 88
5-4e Education 131
4-2b Asthma 91
Digital Download Partnering With Families Administering Medication
Digital Download Teacher Checklist 4-2 Strategies for Managing Children’s
to Children 132
Asthma Attacks 92
4-2c Anemia 93 Summary 133 Terms to Know 133 Chapter Review 134
Digital Download Teacher Checklist 4-3 Children with Allergies and
Asthma 93 Helpful Web Resources 135 References 135
4-2d Childhood Cancers 95
Digital Download Teacher Checklist 4-4 Children with Cancer 96
4-2e Diabetes 96 Chapter 6 Childhood illnesses:
Digital Download Teacher Checklist 4-5 Children with Diabetes 98 identification and Management 137
4-2f Eczema 98 6-1 Common Communicable Childhood
4-2g Excessive Fatigue 99
4-2h Lead Poisoning 100
illnesses 138
4-2i Seizure Disorders 102 6-2 Common acute Childhood illnesses 148
Digital Download Teacher Checklist 4-6 Strategies for Working with Children 6-2a Colds 148
Who Have a Seizure Disorder 102 6-2b Diaper Rash (Diaper Dermatitis) 149
Digital Download Teacher Checklist 4-7 Information to Include in a Child’s 6-2c Diarrhea 150
Seizure Report 104 6-2d Dizziness 151
4-2j Sickle Cell Disease 105 6-2e Earaches 152
6-2f Fainting 154
Digital Download Teacher Checklist 4-8 Children with Sickle Cell 6-2g Fever 154
Disease 106 6-2h Headaches 155
Digital Download Partnering With Families Children with Medical Conditions and 6-2i Heat Rash 157
Physical Activity 106 6-2j Lyme Disease 157
Summary 108 Terms to Know 109 Chapter Review 109 Digital Download Teacher Checklist 6-1 Measures to Prevent Tick Bites 157
Case Study 110 Application Activities 110 6-2k Sore Throat 158
Helpful Web Resources 110 References 111 6-2l Stomachaches 158
6-2m Sudden Unexpected Infant Death (SUID) and Sudden Infant Death
Syndrome (SIDS) 159
Chapter 5 The infectious Process Digital Download Teacher Checklist 6-2 Practices to Reduce the Risk of Sudden
Unexpected Infant Death (SUID) and Sudden Infant Death Syndrome
and environmental Control 114 (SIDS) 161
6-2n Teething 161
5-1 risk Factors 115 6-2o Toothache 162
5-2 Communicable illness 116 6-2p Vomiting 162
6-2q West Nile and Zika Virus Diseases 163
5-3 Stages of illness 118 Digital Download Partnering With Families When to Call the
Doctor 164
5-4 Control Measures 119
5-4a observations 119
5-4b Policies 120
Digital Download Teacher Checklist 5-1 Administering Medications to
Children 122
UNIT 2 Keeping Children Safe 171
Chapter 7 Creating high-Quality 7-2 early Childhood Program licensure 175

7-2a Obtaining a License 176
environments 172 7-2b Federal Regulations 177
7-1 identifying high-Quality Programs 173 7-3 Features of high-Quality Programs 177
7-1a Educating Families 174 7-3a Teacher Qualifications 177
7-1b Resource and Referral Services 175 7-3b Staffing Ratios 178
7-1c Professional Accreditation 175 7-3c Group Size and Composition 179
7-3d Program Curriculum 179
38642_fm_ptg01.indd 8 11/5/18 12:46 PM

CONTENTS ix
7-3e Health Services 180 Chapter 9 Management of injuries and

Digital Download Teacher Checklist 7-1 Principles of Emergency
Preparedness 181 acute illness 239
7-4 guidelines for Safe environments 182 9-1 responding to Medical emergencies 240
7-4a Indoor Safety 183 Digital Download Teacher Checklist 9-1 Basic First Aid Supplies for Schools 241
Digital Download Teacher Checklist 7-2 Inventory Checklist: Planning for Digital Download Teacher Checklist 9-2 Modified First Aid Kits 242
Program Security 186
9-2 emergency Care vs. First aid 243
Digital Download Teacher Checklist 7-3 How to Conduct a Fire Drill 187
Digital Download Teacher Checklist 7-4 Teachers’ Safety Checklist: Indoor and 9-3 life-Threatening Conditions 244
Outdoor Spaces 189 9-3a Absence of Breathing 244
7-4b Outdoor Safety 192 Digital Download Teacher Checklist 9-3 Teacher Checklist: Foods Commonly
Digital Download Teacher Checklist 7-5 General Guidelines for Purchasing Linked to Childhood Choking 247
Outdoor Play Equipment 195 9-3b Foreign Body Airway Obstruction 247
Digital Download Teacher Checklist 7-6 Teacher Checklist: Sandbox Care and Digital Download Teacher Checklist 9-4 Objects Commonly Linked to Childhood
Maintenance 196 Choking 247
7-4c Transportation 198 9-3c Anaphylaxis: Life-Threatening Allergic Reaction 250
9-3d Shock 250
Digital Download Partnering with Families How to Identify High-Quality
9-3e Asthma 251
Programs 200
9-3f Bleeding 252
Summary 202 Terms to Know 203 Chapter Review 203 9-3g Diabetes 252
Case Study 204 Application Activities 204 9-3h Drowning 252
Helpful Web Resources 205 References 205 Digital Download Teacher Checklist 9-5 Teacher Checklist: Signs and Symptoms
of Hyperglycemia and Hypoglycemia 253
9-3i Electrical Shock 253
Chapter 8 Safety Management 208 9-3j Head Injuries 254
9-3k Poisoning 255
8-1 What is unintentional injury? 210
9-4 non–life-Threatening Conditions 257
8-2 risk Management: Principles and 9-4aAbrasions, Cuts, and Minor Skin Wounds 257
Preventive Measures 213 9-4bBites 257
8-2a Advanced Planning 214 9-4cBlisters 258
8-2b Establishing Safety Policies and Guidelines 215 9-4dBruises 258
Digital Download Teacher Checklist 8-1 Guidelines for the Safe Use of Play Digital Download Teacher Checklist 9-6 Teacher Checklist: Burns—When to Call for
Equipment 215 Emergency Medical Assistance (911) 259
8-2c Quality Supervision 216 9-4e Burns 259
8-2d Safety Education 217 9-4f Eye Injuries 260
9-4g Fractures 260
Digital Download Teacher Checklist 8-2 Positive Strategies for Managing
9-4h Frostbite and Hypothermia 261
Children’s Inappropriate Behavior 217
9-4i Heat Exhaustion and Heat Stroke 262
8-3 implementing Safety Practices 218 9-4j Nosebleeds 263
9-4k Seizures 263
8-3a Toys and Equipment 219
9-4l Splinters 263
Digital Download Teacher Checklist 8-3 Guidelines for Selecting Safe Toys and 9-4m Sprains 264
Play Equipment 219 9-4n Tick Bites 264
Digital Download Teacher Checklist 8-4 Examples of Appropriate Toy Choices for 9-4o Tooth Emergencies 264
Infants, Toddlers, and Preschoolers 220 Digital Download Partnering with Families Poison Prevention in
8-3b Classroom Activities 223 the Home 265
Digital Download Teacher Checklist 8-5 Guidelines for the Safe Use of Electrical Summary 266 Terms to Know 266 Chapter Review 267
Appliances 224 Case Study 268 Application Activities 268
Digital Download Teacher Checklist 8-6 Safe Substitutes for Hazardous Art Helpful Web Resources 269 References 269
Materials 225
8-3c Field Trips 225
8-3d Pets 226 Chapter 10 Maltreatment of Children:
8-3e Personal Safety 227
8-3f Legal Considerations and Safety Management 227 abuse and neglect 271
Digital Download Teacher Checklist 8-7 Personal Safety Practices for the Home 10-1 historical developments 273
Visitor 227
10-2 discipline vs. Punishment 274
8-4 emergency and disaster Preparedness 229
8-4a Planning for Disasters and Emergencies: Where to Begin 230 10-3 abuse and neglect 274
8-4b Preparing for Action 231 Digital Download Teacher Checklist 10-1 Identifying Signs of Abuse and
Digital Download Teacher Checklist 8-8 Emergency Supply Kit 231 Neglect 276
8-4c Practice and Revise 232 Digital Download Teacher Checklist 10-2 Identifying Symptoms of Common
8-4d Helping Children After A Disaster or Emergency 232 Sexually Transmitted Diseases (STDs) 278
Digital Download Partnering with Families Sun Safety 233
10-4 understanding the risk Factors for Maltreatment 279
10-4a Characteristics of Abusive or Neglectful Adults 280
10-4b Vulnerable Children 281
Helpful Web Resources 237 References 237 10-4c Family and Environmental Stresses 281
38642_fm_ptg01.indd 9 11/5/18 12:46 PM

x CONTENTS
10-5 Protective Measures for Programs and Chapter 11 Planning for Children’s health
Teachers 282
Digital Download Teacher Checklist 10-3 Strategies for Positive Behavior
and Safety education 296
Management 282 11-1 Family involvement in health and Safety education 298
10-5a Inservice Training 283 11-2 Teacher inservice in health and Safety education 299
10-6 reporting laws 283
10-6a Program Policy 284
11-3 effective instructional design 299
11-3a Topic Selection 300
Digital Download Teacher Checklist 10-4 What to Include in a Written Child
11-3b Behavioral Objectives 302
Abuse/Neglect Report 284
11-3c Content Presentation 302
10-7 The Teacher’s role 285 Digital Download Teacher Checklist 11-1 How to Evaluate Printed Resource
10-7a Early Identification and Reporting 285 Material 303
10-7b Providing a Supportive Environment for Children 286 11-3d Assessment 304
10-7c Building Children’s Resilience 287
11-4 activity Plans 305
10-7d Reaching Out to Families 288
Digital Download Partnering with Families Anger Management 290 Digital Download Partnering with Families Evaluating Health and Safety
Information on the Internet 318
Case Study 293 Application Activities 293 Summary 319 Terms to Know 319 Chapter Review 319
Helpful Web Resources 294 References 294 Case Study 319 Application Activities 321
UNIT 3 Foods and nutrients: Basic Concepts 323
Chapter 12 nutrition guidelines 324 Digital Download Partnering with Families Healthy Families 356
12-1 dietary reference intakes 326 Case Study 358 Application Activities 358
12-2 dietary guidelines for americans 328 Helpful Web Resources 359 References 359
12-3 MyPlate 330

12-3a Vegetables 330
Chapter 14 nutrients That Promote growth
12-3b Fruits 331 and regulate Body Functions 360
12-3c Grains 332
12-3d Protein Foods 332 14-1 Children and at-risk nutrients 362
12-3e Dairy 333 14-2 Proteins 363
12-3f Oils 333
12-3g Empty Calories 333 14-2a Proteins for Growth 363
Digital Download Teacher Checklist 14-1 Non-animal Food Sources of Essential
12-4 additional nutrition guidelines 335 Nutrients 365
12-5 Food labels 335 14-2b Proteins as Regulators 365
14-2c Protein Requirements 365
12-5a Calories from Fat 337
Digital Download Partnering with Families Children’s Sugar Consumption 338 14-3 Vitamins 367
Summary 340 Terms to Know 340 Chapter Review 340 14-3a Vitamins that Support Growth 367
Case Study 341 Application Activities 341 14-3b Vitamins and Blood Formation 370
14-3c Vitamins That Regulate Bone Growth 370
14-3d Vitamins That Regulate Energy Metabolism 370
14-3e Vitamins That Regulate Neuromuscular Function 371
Chapter 13 nutrients That Provide energy 14-3f Vitamin Requirements 371
(Carbohydrates, Fats, and Proteins) 344 14-4 Minerals 372
13-1 Food as an energy Source 345 14-4a Minerals That Support Growth 372
13-1a Energy Utilization 346 14-4b Minerals That Build Bones and Teeth 372
14-4c Minerals and Blood Formation 374
Digital Download Teacher Checklist 13-1 Health Improvement Tips for Children
14-4d Minerals That Regulate Energy 374
Who Are Overweight 348
14-4e Minerals That Regulate Neuromuscular Function 375
13-1b Excess Energy and Obesity 348
14-5 Water and growth 375
13-2 Carbohydrates as an energy Sources 348 14-5a Water as a Regulator 376
13-2a Sugars (Simple Carbohydrates) 349
13-2b Starches and Dietary Fiber (Complex Carbohydrates) 351 14-6 nutrient Functions: a review 377
13-3 Fats as an energy Sources 352 Digital Download Partnering with Families Sugary Drinks vs. Water: A Weighty
Problem 378
13-3a Saturated Fats 353
13-3b Unsaturated Fats 354 Summary 379 Terms to Know 380 Chapter Review 380
13-4 Proteins as an energy Sources 355 Helpful Web Resources 382 References 382
38642_fm_ptg01.indd 10 11/5/18 12:46 PM

CONTENTS xi
UNIT 4 nutrition and the Young Child 383
Chapter 15 Feeding infants 384 16-3c Feeding Children who have Special Needs 417
15-1 Profile of an infant 16-4 Promoting healthy eating habits 418

385
Digital Download Teacher Checklist 15-1 Recommended Infant Serving Digital Download Teacher Checklist 16-2 Introducing New or Unfamiliar Foods 418
Sizes 386 16-5 health Problems related to eating Patterns 419
15-2 Meeting the infant’s nutritional needs for growth and 16-5a Dental Caries 420
Brain development 386 16-5b Obesity 240
16-5c Hypertension 421
15-2a Prenatal Influence on Infants’ Nutritional Needs and Brain
16-5d Cardiovascular Disease 422
Development 387
16-5e Diabetes 422
15-2b The First 6 Months 388
16-5f Common Feeding Behaviors and Concerns 422
15-2c The Teacher and the Breastfeeding Mother 390
Digital Download Partnering with Families Feeding Toddlers and Young
Digital Download Teacher Checklist 15-2 Supporting the Nursing
Children 425
Mother 390
Digital Download Teacher Checklist 15-3 Thawing Frozen Breast Milk
Safely 390
15-2d The Teacher and the Formula-Fed Infant 391
15-2e Preparation of Formula 391
15-3 Feeding Time for the infant 392 Chapter 17 Planning and Serving
15-3a
15-3b
Burping 393
Water 394
nutritious and economical Meals 431
15-3c Supplements 394 17-1 developing the Menu 432
15-4 introducing Semi-Solid (Pureed) Foods 395 17-1a A Well-Designed Menu Meets Children’s Nutritional Needs 433
17-1b A Well-Designed Menu Meets Funding and/or Licensing
15-4a Developmental Readiness 395 Requirements 434
Digital Download Teacher Checklist 15-4 Age-Related Infant Eating 17-1c A Well-Designed Menu Is Appealing 441
Behaviors 396 17-1d A Well-Designed Menu Includes Familiar and New Foods 442
15-4b Physiological Readiness 396 17-1e Steps in Menu Planning 443
15-4c Infants who have Special Needs 398 17-2 Writing Menus 447
15-5 Common Feeding Concerns 399
17-3 nutritious Snacks 447
15-5a Food Allergies 399
15-5b Colic 399 17-3a Suitable Snack Foods 448
15-5c Vomiting and Diarrhea 399 17-4 Meal Service 449
15-5d Anemia 400
15-5e Baby Bottle Tooth Decay 400 Digital Download Teacher Checklist 17-1 Making Mealtime a Pleasant
15-5f Ear Infection 400 Experience 450
15-5g Obesity 401
17-5 Planning the Menu within Budget 451
15-5h Choking 401
15-5i Teething 402 17-5a Menu Planning 451
15-5j Constipation 402 17-5b Food Purchasing 451
17-5c Food Preparation 452
Digital Download Partnering with Families Feeding Your Infant 402
17-5d Food Service 452
Summary 404 Terms to Know 404 Chapter Review 404 17-5e Recordkeeping 452
Case Study 405 Application Activities 405 Digital Download Partnering with Families Planning Healthy Meals 453
Chapter 16 Feeding Toddlers, Preschoolers, Case Study 456 Application Activities 456
and School-age Children 408
16-1 developmental Profiles: Toddlers, Preschoolers, and
School-age Children 409
Chapter 18 Food Safety 459
18-1 Food-related illness 460
16-2 The Challenges of Feeding Toddlers 411 18-1a Food-Borne Contaminants 461
16-2a What Foods Should Be Served and How Much 411 18-1b Conditions that Promote Bacterial Growth 461
Digital Download Teacher Checklist 16-1 MyPlate Daily Food Group 18-2 Measures to Keep Food Safe 462
Recommendations 412
18-2a Examine Food Carefully 464
16-2b When to Serve Food 414
18-2b Maintain Clean Conditions 464
16-2c Making Mealtime Comfortable, Pleasant, and Safe 414
Digital Download Teacher Checklist 18-1 Correct hand washing
16-3 The Challenges of Feeding Preschoolers technique 465
and School-age Children 415 18-2c Separate Foods 467
16-3a Guidelines for Feeding the Preschooler 416 Digital Download Teacher Checklist 18-2 Checklist for evaluating sanitary
16-3b Nutrient Needs of School-Age Children 416 conditions in food service areas 468
38642_fm_ptg01.indd 11 11/5/18 12:46 PM

xii CONTENTS
18-2d Food Storage 472 19-1b Family Involvement in Children’s Nutrition Education 493
18-2e Cook and Serve Foods Correctly 473
19-2 Planning a nutrition education Program
18-2f Discard Spoiled Food 475
for Children 493
18-3 hazard analysis and Critical Control Point 475 19-2a Basic Nutrition Education Concepts 494
18-4 Food-Borne illnesses 19-2b Planning Guidelines 495
478
19-2c Safety Considerations 497
18-5 national and international Food Supply Safeguards 478 19-3 developing lesson Plans for nutrition activities 499
18-5a Commercial Food Production 482
Digital Download Partnering with Families Wash Those Hands! 484 19-4 Where else do Children learn about nutrition? 506
19-4a Family Influence 506
19-4b Teachers 506
Case Study 487 Application Activities 487 19-4c Peer Groups 508
Helpful Web Resources 487 References 488 19-4d Television and the Media 508
Digital Download Partnering with Families More Fruits and Vegetables
Chapter 19 nutrition education: rationale, Please 509
Concepts, and lessons 489 Case Study 510 Application Activities 511
19-1 rationale for Teaching Children about nutrition 490 Helpful Web Resources 511 References 511
19-1a The School’s Role in Children’s Nutrition Education 492
epilogue 513
Looking Ahead…Making a Difference 513
appendices 515
a National Health Education Standards 516
B Monthly Calendar: Health, Safety, and Nutrition Observances 519
C Federal Nutrition Programs 522
d Children’s Book List 524
glossary 529
index 536
38642_fm_ptg01.indd 12 11/5/18 12:46 PM

PREFACE xiii
Preface
Children’s state of wellness has an unquestionable effect on their development and ability to learn.
Our understanding of the factors that shape and influence a child’s well-being, including nutri-
tion, environmental conditions, and emotional and social development continues to improve as
a result of ongoing research and new discoveries. In turn, this information has led to noteworthy
changes in our views about health, approaches to health care, and the critical importance of
addressing health education during the early years. It has also contributed to the development
of numerous resources (e.g., National Health Education Standards, MyPlate, Healthy People
2030, NAEYC’s Standards for Early Childhood Professional Preparation, National Health and
Safety Performance Standards for Child Care) that currently guide personal and classroom prac-
tices. Additionally, our knowledge of wellness and the importance of promoting healthy lifestyle
behaviors draw increasing attention to the pivotal role that teachers play in identifying children’s
health needs, creating high-quality environments that are safe and support learning, and provid-
ing comprehensive health education in schools.
Health, Safety, and Nutrition for the Young Child, now in its tenth edition, has become the
standard text in the early childhood field. Its comprehensive approach and well-documented stu-
dent/teacher-oriented focus continue to make it the best-selling, full-color textbook about chil-
dren’s well-being. Most importantly, this book provides students and teachers with a functional
understanding of children’s health, safety, and nutritional needs and guides them in implement-
ing effective classroom practices. It also emphasizes the importance of respecting and partnering
with all families to help children establish healthy lifestyles and achieve their learning potential.
Health, Safety, and Nutrition for the Young Child accomplishes this by addressing all three essen-
tial components of children’s wellness in one book:
◗ promoting children’s health through awareness, assessment, and the early identification and
intervention of acute and chronic health conditions; supporting positive development of all
children across domains; and, providing meaningful preventive health education
◗ creating and maintaining safe indoor and outdoor learning environments and fostering chil-
dren’s understanding and development of protective safety behaviors
◗ meeting children’s essential nutritional needs by planning healthy meals, providing safe and
nutritious food, and educating children about the importance of consuming a nutritious diet.
Extensive resources, lesson plans, teacher checklists, references, case studies, and educational
materials for families are provided throughout the book to aid busy students and practicing
teachers in making a difference in children’s lives.
The intended audience

First and foremost, Health, Safety, and Nutrition for the Young Child is written on behalf of young
children everywhere. Ultimately, it is the children who benefit from having families and teach-
ers who know how to protect and promote their safety and well-being. The term families is used
throughout the text in reference to the diverse caring environments in which children of all races,
xiii
38642_fm_ptg01.indd 13 11/5/18 12:46 PM

xiv PREFACE
ethnicities, and abilities are currently being raised and that may or may not include their biologi-
cal parents. The term teachers is used inclusively to describe all adults who care for and work with
young children—including educators, therapists, coaches, camp leaders, administrators, health
care providers, legislators, and concerned citizens—whether they work in early education cen-
ters, home-based programs, recreation activities, public or private schools, community agencies,
or after-school programs. The term teacher acknowledges the important educational role that
families play in their children’s daily lives. Its use also recognizes the valuable contributions of the
many educators who dedicate their lives to children.
Health, Safety, and Nutrition for the Young Child is written for several primary audiences:
◗ Students and preservice teachers who have chosen a career in early education
◗ Experienced teachers in community schools, home-based programs, early childhood centers,
Head Start programs, clinics, and agencies that serve young children, and before- and after-
school programs
◗ Allied health professionals and child advocates who work in any role that touches children’s
lives
◗ Families, who are children’s most important teachers!
organization and Key Content

The tenth edition of Health, Safety, and Nutrition for the Young Child maintains its original pur-
pose which is to focus attention on the three critical areas that influence children’s well-being:
promoting children’s health (Unit 1); creating high-quality, safe learning environments (Unit 2);
and, supporting children’s nutrition (basic and applied), healthy eating behaviors, and nutrition
education (Units 3 and 4). This arrangement maximizes student learning and offers instructors
flexibility in designing their courses. However, the interrelatedness of these three subject areas
must not be overlooked despite their artificial separation in the book.
Chapter content is presented in a clear, concise, and thought-provoking manner. It reflects the
latest research developments and applications regarding children and wellness within a culturally
diverse and family-oriented framework. Information about many key topics, including national
health initiatives, children’s mental health, bullying, fostering resilience and social-emotional
competence, brain development, childhood obesity, emergency and disaster preparedness, and
food safety have been updated. Additional information about children who have special health
challenges and school-aged children has also been provided. Without a doubt, this comprehen-
sive book is a resource that no teacher (new or experienced) should be without!
new and updated Features

The tenth edition continues to include numerous pedagogical features, including tables, figures,
checklists, summaries, review questions, and application activities designed to engage students,
reinforce learning, and enhance their ability to apply the information in contemporary educa-
tional settings:
◗ Chapter Content linked to national association for the education of Young Children
Professional Preparation Standards—NAEYC standards, identified at the onset of each chap-
ter, are provided to help students understand how chapter content relates to the association’s
professional education framework and how it affects their role as teachers of young children.
The Key Elements associated with Standards that are relevant to chapter content have not been
included at this time because they are currently undergoing review and revision. Readers will
be able to access this information on the book’s MindTap site when NAEYC releases the new
Key Elements.
38642_fm_ptg01.indd 14 11/5/18 12:46 PM

PREFACE xv
◗ learning objectives—are identified at the beginning of each chapter. The objectives describe
what students can expect to learn in each major chapter section and how they will demonstrate
and apply newly acquired knowledge and skills.
◗ new Connecting to everyday Practice features—present contemporary issues that will chal-
lenge students’ ability to analyze and apply information they have learned in each chapter.
Thought-provoking questions are included to encourage self-reflection and group discussion.
◗ new Case Studies—engage students in applying what they have learned to address common
everyday experiences they are likely to encounter as teachers.
◗ did You get it? Quizzes—allow students to measure their performance against the learn-
ing objectives in each chapter. One question for each learning objective is featured in
the textbook to encourage students to go to MindTap, take the full quiz, and check their
understanding.
◗ updated Teacher Checklists—are a well-received feature that provides teachers with quick,
efficient access to critical information and best practices. Beginning practitioners will
find these concise reference lists especially helpful for learning new material. Experienced
teachers and administrators will appreciate their simplicity and easy access for classroom
use and staff training purposes. Many of the Teacher Checklists are available as Digital
Downloads.
◗ Classroom Corner Teacher activities—showcase lesson plans aligned with the National
Health Education Standards. Learning objectives, materials lists, and step-by-step procedures
are provided to save teachers preparation time and present children with meaningful learning
experiences.
◗ did You Know . . . ?—offers interesting factoids in a marginal feature that will peak student
curiosity and interest in chapter content.
◗ updated Monthly Calendar of national health, Safety, and nutrition observances—pro-
vides a month-by-month listing of national observances and related website resources that
teachers can use when planning learning experiences for children. This information is located
in Appendix B.
◗ updated Children’s Book list—is an extensive, updated collection of children’s books that
teachers and parents can use to promote children’s literacy skills while teaching them about
various health, safety, and nutrition topics. This resource is located in Appendix D and includes
titles that address topics such as dental health, mental health, self-care, safety, nutrition, special
needs, and physical activity/fitness.
◗ Partnering with Families—is a feature provided in every chapter to underscore the impor-
tance of engaging and including families in children’s health, safety, and nutrition education.
Information on an array of topics is provided in letter format that busy teachers can download,
copy, and send home or share with families in a newsletter, program handbook, website post-
ing, parent conference, or bulletin board display.
◗ new Chapter references—guide readers to empirical research articles and relevant publi-
cations. Students are encouraged to locate and read more about topics that are discussed in
each chapter.
Chapter-by-Chapter Changes
Chapter 1 Children’s Well-Being: What It Is and How to Achieve It
◗ New information on national health programs and initiatives, including Healthy People 2030,
Children’s Health Insurance Program, Every Student Succeeds Act (ESSA), and Whole School
Whole Community Whole Child (WSCC).
◗ Emphasis placed on health promotion and its effect on children’s learning, development, and
lifelong behavior.
38642_fm_ptg01.indd 15 11/5/18 12:46 PM

Visit https://ebooksecure.com
now to explore a rich
collection of ebook and enjoy
exciting offers!
xvi PREFACE
◗ New information about stress and its damaging effect on DNA, media and social violence, cul-
tural influences on health, and children’s mental health.
◗ New Connecting to Everyday Practice feature that addresses school expulsions and suspensions.
Chapter 2 Daily Health Observations
◗ Teacher Checklists that detail important observations related to children’s health.
◗ New references that emphasize the teachers’ role in early identification and intervention.
◗ New Connecting to Everyday Practice feature that draws attention to the link between children’s
health and the academic achievement gap.
Chapter 3 Assessing Children’s Health
◗ Continued emphasis is placed on the teacher’s role in identifying health problems (e.g., vision,
hearing, language, nutrition) that affect children’s learning.
◗ Teacher Checklists provide easy access to critical information.
◗ New research information about children’s vision disorders, immunizations, and revised immu-
nization schedules.
◗ New Connecting to Everyday Practice feature that raises awareness about poverty and its effect
on children’s well-being.
Chapter 4 Caring for Children with Special Medical Conditions
◗ New section on lead poisoning and the new international seizure classification system.
◗ Updated information on the signs, symptoms, and management strategies for addressing com-
mon chronic childhood diseases and medical conditions.
◗ New Connecting to Everyday Practice feature that draws attention to meeting children’s medical
needs in school settings.
Chapter 5 The Infectious Process and Environmental Control
◗ Updated information on childhood immunizations and the new recommended immunization
schedule (and chart).
◗ New information about classroom infection control practices, including hand washing, diaper-
ing procedures, classroom pets, water tables, and green cleaning products.
◗ New Connecting to Everyday Practice feature that raises awareness about the potential for com-
municable disease epidemics and the importance of implementing strict preventive control
procedures in school settings.
Chapter 6 Childhood Illnesses: Identification and Management
◗ New information on Sudden Unexpected Infant Deaths (SUIDs), Sudden Infant Death Syn-
drome (SIDS), and new infant sleep guidelines.
◗ New information regarding ear infections and West Nile and Zika diseases.
◗ New references that reflect the latest research.
◗ New Connecting to Everyday Practice feature that draws attention to recommendations not to
give children over-the-counter cough and cold medications.
Chapter 7 Creating High-Quality Environments
◗ Updated safety information for creating high-quality indoor and outdoor learning environ-
ments for children. New research regarding the use of synthetic turf on play yards.
◗ New guidelines for the selection and use of appropriate safety restraint systems (e.g., car seats,
booster seats) based on children’s height and weight.
◗ Continued emphasis on the importance of outdoor play and physical activity for the prevention
of childhood obesity, chronic diseases, and behavior problems.
◗ New Connecting to Everyday Practice feature that addresses the physical environment and its
effect on children.
Chapter 8 Safety Management
◗ New regulations that govern the manufacturing of children’s furniture and toys, including imported
products, as well as updated safety features to consider when purchasing children’s furniture.
38642_fm_ptg01.indd 16 11/5/18 12:46 PM

PREFACE xvii
◗ Updated information on emergency and disaster preparedness and school safety, including
strategies for helping children to cope following an event.
◗ New Connecting to Everyday Practice feature that addresses building security.
Chapter 9 Management of Injuries and Acute Illness
◗ Updated emergency and first aid techniques from the American Heart Association and Ameri-
can Red Cross.
◗ New Connecting to Everyday Practice feature that addresses concussions.
◗ New references throughout the chapter draw attention to contemporary research.
Chapter 10 Maltreatment of Children: Abuse and Neglect
◗ Updated research regarding the immediate and long-term physical, emotional, cognitive, and
economic effects that maltreatment has on children’s development.
◗ New figures, tables, and an updated book list that can be used to address maltreatment with
children and build their resilience.
◗ New Connecting to Everyday Practice feature about cultural healing practices that could be
interpreted as being abusive.
Chapter 11 Planning for Children’s Health and Safety Education
◗ New information about the teacher’s role in the learning environment.
◗ Additional teacher resources and children’s book lists to use for lesson planning.
Chapter 12 Nutrition Guidelines
◗ New information about the revised Dietary Guidelines for Americans, Canadian Food Guide,
and Healthy People 2030 initiatives. The new food label and menu labeling laws are also
discussed.
◗ Continued emphasis is placed on eating locally and the role of physical activity in health
promotion.
◗ New tables, figures, and Case Study.
Chapter 13 Nutrients that Provide Energy (Carbohydrates, Fats, and Proteins)
◗ New information about the use of artificial sweeteners in children’s food products.
◗ New recommendations regarding children and low-fat diets.
◗ New Application Activities and New Connecting to Everyday Practice features that raise ques-
tions about sugar and its role in obesity.
Chapter 14 Nutrients that Promote Growth and Regulate Body Functions (Proteins, Vitamins,
Minerals, and Water)
◗ New information about at-risk nutrients and children’s diets.
◗ New Application Activities and new Connecting to Everyday Practice features that challenge stu-
dents to apply chapter content to real-life situations.
Chapter 15 Feeding Infants
◗ New emphasis on the feeding relationship and its effect on infants’ biological, learning, and
developmental needs.
◗ New information about revised labels on children’s food products.
◗ New section on children’s food allergies and early feeding practices.
◗ Additional information about colic and ear infections.
◗ New tables, figures, and Teacher Checklists with updated information about infant serving sizes
and recommended meal pattern.
◗ New Connecting to Everyday Practice feature focused on the development of salt
preferences.
Chapter 16 Feeding Toddlers, Preschoolers, and School-Age Children
◗ New CACFP guidelines for feeding preschool and school-age children aligned with the national
standards.
38642_fm_ptg01.indd 17 11/5/18 12:46 PM

xviii PREFACE
◗ New information about dietary practices and their relationship to early hypertension, cardio-
vascular heart disease, and diabetes.
◗ Additional information on increasing children’s acceptance of unfamiliar foods and media’s
influence on children’s food preferences and eating habits.
Chapter 17 Planning and Serving Nutritious and Economical Meals
◗ New meal planning guidelines based on revised National School Lunch Program and CACFP
requirements.
◗ New meal reimbursement rates.
◗ Updated references citing contemporary research.
Chapter 18 Food Safety
◗ New food safety concerns, research, and practices.
◗ New figures highlighting pesticide residues on fresh produce, common causes of food-borne
illnesses, and foods commonly associated with food-borne illness.
◗ Updated information regarding national and international efforts to improve food supply
safety, including commercial food production practices.
◗ New Connecting to Everyday Practice feature about backyard poultry and an increase in Salmo-
nella infections.
Chapter 19 Nutrition Education: Rationale, Concepts, and Lessons
◗ New resources for teaching children about nutrition.
◗ Continued emphasis placed on family engagement and educating children about healthy eating
and physical activity.
◗ Lesson plans that include updated children’s book lists.
◗ New Connecting to Everyday Practice and Case Study features.
Pedagogy and learning aids

Each chapter includes additional pedagogical features based on sound educational principles that
encourage active student-centered learning, mastery, and application. The features also reflect
student differences in learning needs, abilities, and styles.
◗ Bulleted lists are used extensively throughout the book to present important information in a
concise, easy-to-access format.
◗ Multicultural color photographs taken on location at centers and schools show children as
they work and play in developmentally appropriate settings.
◗ Full-color illustrations and tables reinforce and expand on important chapter content.
◗ A bulleted Summary concludes each chapter and recaps the main points of discussion.
◗ Terms to Know are highlighted in color throughout the chapters. Each term is defined on
the page where it initially appears and also in a comprehensive glossary located at the end of
the book.
◗ Chapter review offers thought-provoking questions to reinforce student learning and compre-
hension. Questions can also be used for group discussion.
◗ Case Studies present real-life situations that require students to analyze and apply basic theory
to solving everyday problems.
◗ application activities provide in-class and field projects that encourage students to practice
and reinforce what they have learned in each chapter.
◗ helpful Web resources take advantage of technology to extend student learning beyond the
pages of this book and to access valuable resource materials.
38642_fm_ptg01.indd 18 11/5/18 12:46 PM

PREFACE xix
ancillaries for Students

MindTap™: The Personal learning experience
MindTap for Marotz, Health, Safety, and Nutrition for the Young Child, 10e represents a new
approach to teaching and learning. A highly personalized, fully customizable learning platform
with an integrated ePortfolio, MindTap helps students to elevate thinking by guiding them to:
◗ Know, remember, and understand concepts critical to becoming a great teacher;
◗ Apply concepts, create curriculum and tools, and demonstrate performance and competency
in key areas in the course, including national and state education standards;
◗ Prepare artifacts for the portfolio and eventual state licensure, to launch a successful teaching
career; and
◗ Develop the habits to become a reflective practitioner.
As students move through each chapter’s Learning Path, they engage in a scaffolded learning
experience, designed to move them up Bloom’s Taxonomy, from lower- to higher-order thinking
skills. The Learning Path enables preservice students to develop these skills and gain confidence by:
◗ Engaging them with chapter topics and activating their prior knowledge by watching and
answering questions about authentic videos of teachers teaching and children learning in real
classrooms;
◖ Checking their comprehension and understanding through Did You Get It? assessments, with
varied question types that are autograded for instant feedback;
◗ Applying concepts through mini-case scenarios—students analyze typical teaching and learn-
ing situations, and then create a reasoned response to the issue(s) presented in the scenario; and
◗ Reflecting about and justifying the choices they made within the teaching scenario problem.
MindTap helps instructors facilitate better outcomes by evaluating how future teachers plan
and teach lessons in ways that make content clear and help diverse students learn, assessing
the effectiveness of their teaching practice, and adjusting teaching as needed. MindTap enables
instructors to facilitate better outcomes by:
◗ Making grades visible in real time through the Student Progress App so students and instruc-
tors always have access to current standings in the class.
◗ Using the Outcome Library to embed national education standards and align them to stu-
dent learning activities, and also allowing instructors to add their state’s standards or any other
desired outcome.
◗ Allowing instructors to generate reports on students’ performance with the click of a mouse
against any standards or outcomes that are in their MindTap course.
◗ Giving instructors the ability to assess students on
state standards or other local outcomes by editing MindTap Moves
existing or creating their own MindTap activities, and Students Up Create
then by aligning those activities to any state or other Bloom’s Revised
outcomes that the instructor has added to the Mind- Taxonomy Evaluate
Tap Outcome Library.
MindTap for Marotz, Health, Safety, and Nutrition for Analyze
the Young Child, 10e helps instructors easily set their course
since it integrates into the existing Learning Management
Apply
System and saves instructors time by allowing them to fully
customize any aspect of the learning path. Instructors can
change the order of the student learning activities, hide Understand
activities they don’t want for the course, and—most impor-
tantly—create custom assessments and add any standards, Remember & Know
outcomes, or content they do want (e.g., YouTube videos,
Google docs). Learn more at www.cengage.com/mindtap. Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
38642_fm_ptg01.indd 19 11/5/18 12:46 PM

xx PREFACE
ancillaries for instructors

instructor’s Manual
An online Instructor’s Manual accompanies this book. It contains information to assist the
instructor in course design, including sample syllabi, discussion questions, teaching and learning
activities, field experiences, learning objectives, and additional online resources.
online Test Bank

Extensive multiple choice, true/false, short answer, completion, and essay questions accompany
each chapter and provide instructors with varied strategies for assessing student learning.
online PowerPoint Slides

These vibrant PowerPoint lecture slides for each chapter assist with your lectures by providing
concept coverage using images, figures, and tables directly from the textbook!
Cengage learner Testing Powered by Cognero

◗ Author, edit, and manage test bank content from multiple Cengage Learning solutions.
◗ Create multiple test versions in an instant.
◗ Deliver tests from your LMS, your classroom, or wherever you want.
acknowledgments
A special thank you is extended to the instructors, students, and colleagues who use Health,
Safety, and Nutrition for the Young Child in their classes and professional endeavors. Their sug-
gestions continue to influence and improve each new edition. I would also like to recognize the
contributions of dedicated teachers and families everywhere who strive to better children’s lives.
I am once again grateful to have worked with so many talented individuals at Cengage. Brian
Pierce, my content manager, bravely stepped into an ongoing book revision in a discipline that
was relatively new to him. He has been a pleasure to work with, always prompt to answer my
many questions, and an advocate for keeping the project moving forward and on schedule. I also
want to thank the many “behind-the-scenes individuals” who contributed so much to turning
marked-up manuscript pages into a product of worth and beauty, and for getting the word out to
the audiences who are dedicated to working with children and their families!
Finally, I want to thank my husband and family for their patience and understanding during
times when writing took precedence over times spent together.
I also offer my sincere appreciation to the following reviewers for sharing so many construc-
tive suggestions:
Margaret Annunziata, Mary Cordell,

Davidson County Community College Navarro College
Vella Black-Roberts, Karan Demchak,
Ohlone College Allan Hancock College
Dawn Burgess, Irene Den Bleyker,
San Diego Community College University of New Mexico Gallup
Cindy Calhoun, Heather Flatness,
Southern Union State Community College Wenatchee Valley College
Johnny Castro, Adrienne Gunn,
Brookhaven College Santa Monica College
38642_fm_ptg01.indd 20 11/5/18 12:46 PM

PREFACE xxi
Marissa Happ, Dawn Munson,

Waubonsee Community College Elgin Community College
Sharon Hirschy, Sandra Owen,
Collin County Community College Cincinnati State Technical and Community
College
Bridget Ingram,
Clark State Community College Olivia Wagner Wakefield,
Central Carolina Community College
Sharon Little,
South Piedmont Community College Janette Wetsel,
University of Central Oklahoma
Rajone Lyman,
Houston Community College Andrea Zarate,
Hartnell College
Janelle Meyers,
St. Charles Community College
about the author

lynn r. Marotz received a Ph.D. from the University of Kansas, an M.Ed. from the University
of Illinois, and a B.S. in Nursing from the University of Wisconsin. She served as the health and
safety coordinator and associate director of the Edna A. Hill Child Development Center (Univer-
sity of Kansas) for 35 years. She has worked closely with students in the Early Childhood teacher
education program and taught undergraduate and graduate courses in the Department of Applied
Behavioral Science, including issues in parenting, health/safety/nutrition for the young child,
administration, and foundations of early childhood education. She provides frequent inservice
training in first aid, children’s safety, recognizing child abuse, childhood obesity, and identifying
children’s health problems for early childhood students and community educators.
Lynn has authored several invited chapters on children’s health and development, nutrition,
and environmental safety in national and international publications and law books. In addition,
she is the co-author of Developmental Profiles-Pre-Birth through Adolescence, Parenting Today’s
Children: A Developmental Perspective, Motivational Leadership, and By the Ages. She has been
interviewed for numerous articles about children’s nutrition and well-being that have appeared
in national trade magazines and has served as a consultant for children’s museums and training
film productions. Her research activities focus on childhood obesity and children’s health, safety,
and nutrition. She has presented extensively at international, national, and state conferences and
held appointments on national, state, regional and local committees and initiatives that advocate
on behalf of children and their families and early childhood teachers. However, it is her daily
interactions with children and their families, students, teachers, colleagues, and her beloved fam-
ily that bring true insight, meaning, and balance to the material in this book.
38642_fm_ptg01.indd 21 11/5/18 12:46 PM

38642_fm_ptg01.indd 22 11/5/18 12:46 PM
UNI T
1
Promoting Children’s
Health: Healthy Lifestyles
and Health Concerns
Children’s Well-Being: What It Is
1 and How to Achieve It
2 Daily Health Observations
3 Assessing Children’s Health
Caring for Children with Special

4 Medical Conditions
The Infectious Process and

5 Environmental Control
Childhood Illnesses:
6 Identification and Management
38642_ch01_ptg01.indd 1 11/6/18 4:41 PM

chapter
1 Children’s Well-Being: What It
Is and How to Achieve It
Cengage Learning, Inc.
2
2
38642_ch01_ptg01.indd 2 11/2/18 2:43 PM

Other documents randomly have
different content
“There is always hope. Let us hope that in another state we shall
better know how to love and forgive one another. Here, we have a
poor understanding of this; but even here we can forgive. They will
not now forgive you; but you will leave them that which will make
them do so hereafter. Leave them your pardon.”
“O, Alice,—my daughter! Not if they murder Alice.”
“They shall not. I promise you——”
“But I did not expect this,” uttered the shivering prisoner. “I went to
bed——”
“Then collect yourself now. A few minutes’ resolution.—One effort
at calmness——”
“But is there no hope?”
“None whatever. Settle your mind to your fate. There is only
misery in struggling against it.”
“I will. I will. Only stay by me.”
“What a confidence for such a moment!” thought Charles, as he
saw the tractable expression which the countenance assumed. It
was some comfort, however, that there was any confidence which
could give decency to his dying deportment.
The people around grew impatient. The executioner lifted his
sword. The victim looked up at it, half fearfully, half meekly, like a
penitent child at the impending rod. He fell, without a sign or a cry;
and at the moment, the flames burst forth from the lower windows,
as if to lick up, in as summary a vengeance as they had been guilty
of, the perpetrators of this murder. All rushed from the terrace, with a
yell of consternation, leaving the body alone, its unclosed eyes
shining in the glare, as if gazing unmoved on that violence which
could no longer reach it in the shape of injury.—When the gust fell,
and the flames retired some space, the ruffian who held the sword
returned to the place of execution, severed the head, tossed the
body into the flames, and returned with his trophy to the cheering
mob.
There was nothing for Charles and Antoine to stay for. They could
neither save property, nor prevent crime. There was no purpose to
be answered by an attempt to do the first; for the lady Alice could
never return hither, or probably find any corner of her native land in
which to dwell in peace. Any endeavour to check the people’s rage
would only have brought on more murders. It was better that they
should occupy themselves with destroying inanimate things than
have their wrath directed upon human objects. The brothers
therefore left them endeavouring to discover the treasure-chamber,
and paced silently homewards, trying whether, after such a spectacle
as this, their hopefulness could get the better of their heart-sickness.
Chapter IX.
ADJUSTMENT.
Marguerite began to think that she and her family had better have
staid in Paris, since violence as foul as any there, with less chance
of redress, took place in the country. But as there were fewer marked
for destruction in a thinly peopled than in a crowded district, the work
of horror was sooner over; and within a few weeks, all was quiet
around her dwelling. No judicial inquiry whatever was made into the
fate of the marquis; and night after night, ominous gleams were seen
from afar, marking where life and property were being offered up in
expiation of former tyranny. When every neighbouring chateau that
was empty had been sealed up and guarded by the people from
being entered by its owners; and when every inhabited one had
been dismantled or converted into a pile of blackened ruins, there
was a truce. The gentry sighed over the abolition of feudalism; the
peasantry gloried in the destruction of the aristocracy; and both,
looking no farther than their own borders, supposed that all was
over, and the state of the country,—miserable as it was,—settled.
Charles and his brother knew too well what was passing in Paris
to acquiesce in this belief; but they were glad of the good effects it
seemed to produce in quieting the minds, and therefore fixing the
outward circumstances of their neighbours. People went about their
regular business once more, prices grew steady in the markets, and
the mysterious, dishonest sort of bargaining which had gone on
immediately after the destruction of the chateaux, was seen no
more. No golden timepieces now passed from hand to hand, in
exchange for the coarsest articles of clothing or furniture; and if
polished tables, or morsels of curious old china were seen here and
there in the hovels of half-starved peasants, they were not put up for
sale, and did not answer the purpose of further perplexing the values
of things. Seeing that Marguerite began to feel pretty much at her
ease once more, going to rest without presentiments of being roused
by fire, and venturing, with only the children, to transact her
necessary purchases among the peasantry, Charles began to try
whether he could make anything of his business at Paris; and set
out, in order that he might be on the spot to take advantage of the
first symptoms of tranquillity to meet the demand which would then
certainly arise.
He went to Paris before winter was quite over; and found more
promise of a settlement of public affairs than at any time since the
commencement of the revolution. Yet he would not hear of his family
joining him, till it should be known whether or not king, parliament,
and people would cordially agree in the new constitution which was
then in preparation. When there was not only a promise of this, but
all arts and artificers were actually put in requisition to render the
spectacle of taking the oath as magnificent as the occasion required,
there was no further pretence for Charles’s prudence to interfere with
the hopefulness which now seemed rational enough. He sent a
summons to Marguerite to return and witness the festival from which
her loyalty and his patriotism might derive equal gratification. But
Marguerite was detained in the country by her father’s illness,—his
last; and the children were deprived of the power of saying
afterwards that they had witnessed in Paris the transactions of that
day which was regarded at the time as the most remarkable in the
annals of France.
That day, the 14th of July, 1790, was appointed to be a high
festival throughout the kingdom: Charles passed it in the Champ de
Mars; Marguerite by the dying bed of her father; the children, under
the guardianship of their uncle Antoine, among the rejoicing
peasantry; and Steele, who had returned to Bordeaux when Charles
settled himself again in Paris, took the opportunity of visiting La
Haute Favorite for the first time after so many vicissitudes.
It seemed to them all a strange,—to the superstitious among them,
an ominous circumstance that they should be thus separated on the
occasion when all were called upon to recognize the social
agreement under which they and their successors were to live.
A gleam of the afternoon sun shone in upon the face of
Marguerite’s father as he dozed, and made him turn restlessly on his
couch. His daughter hastened to shut it out, and the movement
awoke him.
“One is fit only for the grave,” he said, “when the light which shines
on all above it becomes painful.”
“Father! you are better,” said Marguerite, turning round astonished.
“No,” said he, faintly, “not better. I cannot bear this light,—or this
heat,—or—but no matter; it will presently be over. But where is
Charles?”
“He will be here very soon; but it is only two days since you
became worse; and there has been no time for him to come yet. To-
day he is waiting upon the king, and next he will wait on you.”
“On the king!” and the old man was roused at once. “And all the
people? I fancied they had left off their duty. Who waits upon the
king?”
“The whole nation,” Marguerite replied, sighing to herself,
however, over her own view of the matter—that the king was, in fact,
waiting upon the nation. She proceeded to tell what was doing in
Paris, and remarked that she hoped they had finer weather there
than here, where it had been a day of continued rain, till the gleam
came which had wakened her father.
M. Raucourt was too ignorant of the events of the last two years to
be able to comprehend the present proceeding. He could not see
what the people had to do with the constitution; but laid the blame on
his own weak brain, when assured that the loyal men of France were
all consenting to the measure. Other tokens of ignorance were much
more affecting to his daughter. He wished to be raised in bed, so that
he might see his olive woods in the evening glow. They were no
longer there, and his attention must be diverted to something else.
He wished to behold the marquis de Thou passing the house for his
daily ride.—The bones of him he asked for were mouldering under
the ruins of his own abode.—“At least,” said M. Raucourt, “let me be
carried to the window, that I may see the chateau. It looks so finely
on the terrace! and it is so long since I saw it!”—Grass was growing
on its hearths, and the peasants’ children were playing hide and
seek among its roofless halls.
“You have not asked for the children,” said Marguerite. “If you are
so strong this afternoon, perhaps you can bear to speak to them.”
And they were sent for, and presently made their appearance from
the river-side, full of what they had been seeing and doing. They told
how one cannon was fired when the hour struck at which the royal
procession was to set out, and another when the whole array was to
be formed in the Champ de Mars, and others to represent the taking
of the oath by the king, by the representatives of the parliament, and
by Lafayette in the name of the people.
“And what is all this for?” asked the old man. “It is a beautiful
spectacle, no doubt; but there were no such things in my time as the
king and the people swearing at the same altar.”
“The people make the king swear, and some of them do not think
he likes it,”—observed Julien, unmindful of his mother’s signs.
Pauline went on,
“No more than he liked being brought prisoner from Versailles, and
having his guards’ heads cut off.”
The little girl was terrified at the effect of her words. She in vain
attempted to make up for them by saying that the king and queen
were very well now; and that the people did not expect to be starved
any more, and that everybody was to be very happy after this day.
The loyal old man said he should never be happy any more; and
groaned and wept himself into a state of exhaustion from which he
did not revive, though he lived two or three days longer.
“I wish,—I wish—” sobbed poor Pauline, “that the people had
never meddled with the king——”
“Or the king with the people,” said Julien, “for that was the
beginning of it all.”
“I am sure so do I,” said Marguerite, sighing. “It is little comfort to
say, as Antoine does, that the world cannot roll on without crushing
somebody.”
“If that somebody puts himself in the way, uncle said,” observed
Julien.
“Everybody has been in the way, I think, my dear. All France is
crushed.”
“Not quite, mamma. Uncle Antoine and Mr. Steele are sitting
between the two big vines, and they say that everybody will be
buying wine now that buying and selling are going to begin again.”
It was very true that the young men were enjoying their favourite
retreat to the utmost; gilding it with the sunshine of their
expectations, and making it as musical with the voice of hope as with
the gay songs which were wafted from the revellers below.
They were not a little pleased when their anticipations were
countenanced by a letter from Charles which reached his wife on the
day of her father’s death, and was not the less in accordance with
her feelings for having been written before tidings of the old man’s
illness had reached Paris, and being, as usual, hopeful and happy.
“I have written to Antoine,” he said, “to urge all care in the
approaching vintage, and all dispatch in the management of our
immediate business. Good days are coming at last, unless
despotism should bring on itself a new punishment, and rouse once
more the spirit of faction, which has been laid to rest this day by that
powerful spell, the voice of a united nation. It would astonish you to
see how commercial confidence has already revived; and, as a
consequence, how the values of all things are becoming fixed; and,
again, as a consequence of this, how the intercourses of society are
facilitated, and its peace promoted. It was the perception and
anticipation of this which to me constituted the chief pleasure of the
magnificent solemnity of this day. It was a grand thing to behold the
national altar in the midst of an amphitheatre filled with countless
thousands; but it was a grander to remember that these thousands
were only the representatives of multitudes more who were on tiptoe
on all our hills, in all our valleys, watching and listening for the token
that they may trust one another once more, and exchange, for their
mutual good, the fruits of their toil. It was touching to see the
battalion of children,—‘the hope of the nation,’—coming forward to
remind the state that it sways the fate of a future age; but it was
more touching to think of our own little ones, and to believe that, by
the present act, the reward of the social virtues we try to teach them
is secured to them.—It was imposing to see one golden flood of light
gush from a parting cloud, giving an aspect of blessing to what had
before been stormy; but it was as an analogy that it struck us all, and
impelled us to send up a shout like the homage of worshippers of the
sun. Has not a light broken through the dreariness of our political
tempests? There maybe,—let us hope there will be, from this day,
order in the elements of our social state. Let but all preserve the faith
they have sworn, and there will be no more sporting with life and
property, no absurd playing with baubles while there is a craving for
bread, no ruin to the industrious, and sudden wealth to such as
speculate on national distress. We may once more estimate the
labour of our peasantry, and the value of our own resources, and fix
and receive the due reward of each. We may reach that high point of
national prosperity in which the ascertainment and due recompense
of industry involve each other; when the values of things become
calculable, and mutual confidence has a solid basis.—I do not say
that this prosperity will come, but I hope it will; and if all others have
the same hope, it certainly will. It may be that the sovereign will lose
his confidence, and go back. It may be that the parliament or the
people will do the same; and then may follow worse miseries than
we have yet known. But if they see how much social confidence has
to do with social prosperity, they will refuse to disturb the tranquillity
which has been this day established.
“And now, however you may sigh or smile a the spirit of hope
which is in me and Antoine, what say you to it in the case of a
nation? Are not its commercial exchanges a most important branch
of its intercourses? Must not those exchanges be regulated by some
principle of value, instead of being the sport of caprice? Is not that
principle the due and equable recompense of labour, or (in business-
like terms) the cost of production? Is not this recompense secured by
the natural workings of interests—and can these interests work
naturally without an anticipation of recompense—that is, without
hope, inspiring confidence? Depend upon it, hope is not only the
indispensable stimulus of individual action, but the elastic pressure
by which society is surrounded and held together. Great is the crime
of those who injure it; and especially heinous will be the first trespass
on public confidence of any who have been in the Champ de Mars
this day. As that which is national springs from that which is
individual, I will add that Antoine and Steele are patriotic if they exult
in the ripening beauties of Favorite; and if you would be patriotic too,
gladden yourself with the promise of our children, and tell me, when
we meet, that you trust with me that all will be well both with our
wines and our politics.”
Summary of Principles illustrated in this Volume.
There are two kinds of Value: value in use, and value in exchange.
Articles of the greatest value in use may have none in exchange;
as they may be enjoyed without labour; and it is labour which confers
Exchangeable Value.
This is not the less true for capital as well as labour being
employed in production; for capital is hoarded labour.
When equal quantities of any two articles require an equal amount
of labour to produce them, they exchange exactly against one
another. If one requires more labour than the other, a smaller
quantity of the one exchanges against a larger quantity of the other.
If it were otherwise, no one would bestow a larger quantity of
labour for a less return; and the article requiring the most labour
would cease to be produced.
Exchangeable value, therefore, naturally depends on cost of
production.
Naturally, but not universally; for there are influences which cause
temporary variations in exchangeable value.
These are, whatever circumstances affect demand and supply.
But these can act only temporarily; because the demand of any
procurable article creates supply; and the factitious value conferred
by scarcity soon has an end.
When this end has arrived, cost of production again determines
exchangeable value.
Its doing so may, therefore, stand as a general rule.
Though labour, immediate and hoarded, is the regulator, it is not
the measure of exchangeable value: for the sufficient reason, that
labour itself is perpetually varying in quality and quantity, from there
being no fixed proportion between immediate and hoarded labour.
Since labour, the primary regulator, cannot serve as a measure of
exchangeable value, none of the products of labour can serve as
such a measure.
There is, therefore, no measure of exchangeable value.
Such a measure is not needed; as a due regulation of the supply
of labour, and the allowance of free scope to the principle of
competition ensure sufficient stability of exchangeable value for all
practical purposes.
In these requisites are included security of property, and freedom
of exchange, to which political tranquillity and legislative impartiality
are essential.
Price is the exponent of exchangeable value.
Transcriber’s Note
Words hyphenated on line or page breaks have the
hyphen removed if the preponderance of other
occurences are unhyphenated. Hyphens occuring
midline are retained regardless of other unhyphenated
occurences (step-mother/stepmother, straight-
forward/straightforward, life-time/lifetime, work-
house/workhouse, fish-women/fishwomen, door-
way/doorway).
At line 12 of page 27 in “For Each and For All”, there is
an opening double quote which seems superfluous. The
author’s intent not being clear, it has been retained.
Other errors deemed most likely to be the printer’s
have been corrected, and are noted here. The
references are to the page and line in the original. Given
the independent pagination of the original, these are
divided by volume.
Homes Abroad.
11.13 and immedi[di]ately Removed.

placed
12.21 and get no bread?[’/”] Replaced.
19.29 to save them yet.[’/”] Replaced.
20.20 the happiness of the Added.
people[.]
31.4 is the price of food?[’/”] Replaced.
45.32 prosperity of John Lawe, Replaced.
Esq.[’/”]
38.18 [“]You had need take care Restored.
47.8 on a fool’s errand.[”] Added.
48.29 pleased [ta/at] the Transposed.
appearance
52.31 who had settled among Added.
them[.]
55.28 [y/h]ence arise Transposed.
discontents
55.29 [h/y]ears years of his new Transposed.
life
57.33 [rdbo/bord]ering upon it Transposed.
62.26 any thing about them.[’/”] Replaced.
67.24 [‘/“]She will do Replaced.
87.21 a gang of bush[ /-]rangers Added.
116.19 It was not Ellen[ /’]s wish Restored.
125.1 of her colonies[.] Added.
125.13 can be had Transposed.
el[es/se]where.
For Each and For All.
38.13 from a deficiency of Restored.

[g]ood
96.1 to convey him a[u/n]d his Inverted.
securities
French Wines and Politics.
21.34 [e]verybody else Restored.

64.7 and to recal[l] the Added.
servants
68.2 downfal[l] of their Added.
despotic sway
80.27 as there wo[n/u]ld be Inverted.
81.7 A[u/n]d a low Inverted.
exchangeable value
98.1 your literal Replaced.
depend[a/e]nce on them
*** END OF THE PROJECT GUTENBERG EBOOK
ILLUSTRATIONS OF POLITICAL ECONOMY, VOLUME 4 (OF 9) ***
Updated editions will replace the previous one—the old editions

will be renamed.
Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.
START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.
Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.
1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.
1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.
1.E. Unless you have removed all references to Project

Gutenberg:
1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:
This eBook is for the use of anyone anywhere in the United

States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it
away or re-use it under the terms of the Project Gutenberg
License included with this eBook or online at
www.gutenberg.org. If you are not located in the United
States, you will have to check the laws of the country where
you are located before using this eBook.
1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.
1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.
1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.
1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.
1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:
• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”
• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.
• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.
• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.
1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.
1.F.
1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other

Immediate download (eBook PDF) Health, Safety, and Nutrition for the Young Child 10th Edition ebooks 2024

Uploaded by

Copyright:

Available Formats

Immediate download (eBook PDF) Health, Safety, and Nutrition for the Young Child 10th Edition ebooks 2024

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Immediate download (eBook PDF) Health, Safety, and Nutrition for the Young Child 10th Edition ebooks 2024

Uploaded by

Copyright:

Available Formats

Download the full version of the ebook now at ebooksecure.

(eBook PDF) Health, Safety, and Nutrition for

Explore and download more ebook at https://ebooksecure.com

(eBook PDF) Health, Safety, and Nutrition for the Young

(eBook PDF) Nutrition, Health and Safety for Young

(eBook PDF) Nutrition for Health and Health Care 7th

(eBook PDF) The Young Child: Development from Prebirth

Nutrition for Health and Health Care 7th Edition Edition

(eBook PDF) Critical Conversations for Patient Safety: An

(eBook PDF) Fundamentals of Occupational Safety and Health

Nutrition for Health and Health Care (MindTap Course List)

for the YOUNG CHILD

UNIT 1 Promoting Children’s health: healthy lifestyles

38642_fm_ptg01.indd 7 11/5/18 12:46 PM

Chapter 4 Caring for Children with Special 5-4c Immunization 124

UNIT 2 Keeping Children Safe 171

Chapter 7 Creating high-Quality 7-2 early Childhood Program licensure 175

38642_fm_ptg01.indd 8 11/5/18 12:46 PM

7-3e Health Services 180 Chapter 9 Management of injuries and

38642_fm_ptg01.indd 9 11/5/18 12:46 PM

UNIT 3 Foods and nutrients: Basic Concepts 323

12-3 MyPlate 330

38642_fm_ptg01.indd 10 11/5/18 12:46 PM

UNIT 4 nutrition and the Young Child 383

15-1 Profile of an infant 16-4 Promoting healthy eating habits 418

38642_fm_ptg01.indd 11 11/5/18 12:46 PM

38642_fm_ptg01.indd 12 11/5/18 12:46 PM

The intended audience

38642_fm_ptg01.indd 13 11/5/18 12:46 PM

organization and Key Content

new and updated Features

38642_fm_ptg01.indd 14 11/5/18 12:46 PM

38642_fm_ptg01.indd 15 11/5/18 12:46 PM

38642_fm_ptg01.indd 16 11/5/18 12:46 PM

38642_fm_ptg01.indd 17 11/5/18 12:46 PM

Pedagogy and learning aids

38642_fm_ptg01.indd 18 11/5/18 12:46 PM

ancillaries for Students

38642_fm_ptg01.indd 19 11/5/18 12:46 PM

ancillaries for instructors

online Test Bank

online PowerPoint Slides

Cengage learner Testing Powered by Cognero

Margaret Annunziata, Mary Cordell,

38642_fm_ptg01.indd 20 11/5/18 12:46 PM

Marissa Happ, Dawn Munson,

about the author

38642_fm_ptg01.indd 21 11/5/18 12:46 PM

2 Daily Health Observations

3 Assessing Children’s Health

Caring for Children with Special

The Infectious Process and

38642_ch01_ptg01.indd 1 11/6/18 4:41 PM

Cengage Learning, Inc.

38642_ch01_ptg01.indd 2 11/2/18 2:43 PM

11.13 and immedi[di]ately Removed.

For Each and For All.

38.13 from a deficiency of Restored.

French Wines and Politics.

21.34 [e]verybody else Restored.