NACC Module 5: Social Determinants of Health

A state of complete physical, mental, and social well-being. Example: A child who feels safe, connected, and active is experiencing holistic health.

The degree to which a person enjoys physical, emotional, and social well-being, belonging, and the ability to achieve goals. Example: A family accessing affordable childcare experiences improved quality of life.

The social, economic, and environmental conditions that influence health. Example: Income, education, housing, food security, and early child development.

The most powerful determinant of health; shapes access to food, housing, education, and opportunities. Example: Families with higher income can afford healthier food and safer housing.

Early experiences that shape lifelong health, learning, and behaviour. Example: High-quality childcare supports brain development and resilience.

When groups are denied full participation in society due to race, income, disability, or newcomer status. Example: Racialized families facing discrimination in housing or employment.

Safe, affordable, stable housing is essential for health. Example: Overcrowded or unsafe housing increases illness and stress.

Uncertainty about access to adequate, nutritious food. Example: Families skipping meals due to financial strain.

Recognizes that Indigenous health is shaped by colonialism, systemic racism, and intergenerational trauma. Example: Residential schools caused long-term health and social impacts.

A commission that documented residential school history and issued 94 Calls to Action. Example: Calls to Action include adopting the UN Declaration on the Rights of Indigenous Peoples.

A colonial belief used to justify taking Indigenous lands. Example: It contributed to systemic inequities still seen today.

Focuses on improving health outcomes for entire groups rather than individuals. Example: Policies that reduce child poverty improve population health.

First point of contact with the health system, such as family doctors and nurses. Example: A child visiting a pediatrician for routine care.

Government services that promote health and prevent disease. Example: Vaccination programs, health inspections, and community health education.

Professionals from different fields working together to support health. Example: ECEs, nurses, and social workers collaborating on a child's care plan.

Practitioners offering non-traditional therapies, such as acupuncture or naturopathy. Example: A family using chiropractic care alongside medical treatment.

Vitamins, herbal remedies, and supplements regulated in Canada. Example: A bottle with an NPN (Natural Product Number).

Actions taken to avoid illness or injury. Example: Handwashing routines in childcare settings.

Enabling people to increase control over their health and improve well-being. Example: Teaching children about nutrition through cooking activities.

Strategies that support emotional well-being and resilience. Example: Creating calm spaces for self-regulation.

A structured plan to identify health issues, set goals, and implement strategies in ECLC programs. Example: A centre creating a plan to reduce the spread of illness through improved hygiene routines.

Actions that enable people to increase control over and improve their health. Example: Teaching handwashing through songs and routines.

Social, economic, cultural, and environmental factors that influence health. Example: Income, housing, food security, and education.

Ensuring all children have what they need to thrive, recognizing that needs differ. Example: Providing extra support to families facing food insecurity.

A global framework outlining five action areas for promoting health. Example: Creating supportive environments through safe indoor and outdoor spaces.

Physical and social settings that promote safety, belonging, and well-being. Example: Calm spaces for self-regulation.

A structured process for identifying needs, setting goals, and implementing strategies. Example: A plan to improve children's oral health through daily brushing routines.

A view of health that includes physical, emotional, social, cognitive, and spiritual well-being. Example: Supporting children's emotional security alongside nutrition and safety.

Practices that respect and affirm cultural identity and avoid harm. Example: Incorporating Indigenous perspectives on wellness.

Differences in health outcomes caused by unfair social conditions. Example: Higher illness rates in communities facing systemic racism.

The educator's role in modelling, teaching, and supporting healthy behaviours. Example: Encouraging active play and balanced nutrition.

The four-link process by which infections spread: germ + host + vehicles + new host. Example: A child with a cold sneezes (host), droplets land on toys (vehicle), another child touches the toy and rubs their eyes (new host).

Microorganisms that cause infection—viruses, bacteria, parasites, and fungi. Example: Rhinovirus causes the common cold.

The infected person who carries and spreads germs. Example: A child with strep throat spreading bacteria through saliva.

The next person who becomes infected after exposure. Example: A toddler who touches contaminated toys and becomes ill.

Objects or pathways that carry germs from one person to another. Example: Hands, toys, food, water, surfaces, and tissues.

Germs spread through physical contact or respiratory droplets. Example: Coughing, sneezing, kissing, or touching infected skin.

Germs spread via contaminated objects or surfaces. Example: A child gets diarrhea after touching a contaminated potty.

The body's ability to resist infection through antibodies and immune memory. Example: A child who had chickenpox is unlikely to get it again.

Immunity developed after infection or immunization. Example: Antibodies formed after receiving a vaccine.

Temporary immunity passed from mother to infant. Example: Antibodies in breast milk protecting infants from infections.

Time between exposure to a germ and the appearance of symptoms. Example: A child spreads a cold virus before symptoms appear.

A person who carries a germ without symptoms but can still spread it. Example: A child carrying hepatitis B without showing illness.

Germs spread from stool to mouth through contaminated hands, toys, or food. Example: Diarrhea outbreaks caused by poor hand washing.

Spread of infections through contact with infected blood. Example: Hepatitis B transmission through shared needles (not typical in ECLC).

Reducing germs on surfaces to safe levels; temporary. Example: Cleaning diaper-changing tables after each use.

The most effective method to prevent infection spread. Example: Washing hands after diapering, before meals, and after outdoor play.

Documentation of a child's vaccines required for ECLC programs. Example: Proof of MMR vaccination.

A side effect or unexpected response to a vaccine. Example: Mild fever after immunization.

Preparing policies and procedures for large-scale outbreaks. Example: COVID-19 protocols for cleaning, screening, and isolation.

Bodily fluids or materials that may pose infection risks. Example: Blood, vomit, or stool requiring gloves and proper disposal.

A daily check-in at drop-off to establish how a child is feeling compared to their usual behaviour. Example: Asking a parent, "How did she sleep last night?"

Changes in energy, mood, appetite, or engagement that signal possible illness. Example: A normally active child becomes lethargic and uninterested in play.

Observable symptoms such as rashes, breathing changes, discharge, or swelling. Example: Puffy eyelids and thick eye discharge indicating possible pinkeye.

Elevated body temperature; a defence mechanism, not an illness. Example: A child with 38.5C may have a mild viral infection.

A seizure triggered by fever in young children; usually harmless but frightening. Example: A toddler stiffens and jerks for 1-2 minutes during a sudden fever spike.

Program rules determining when a child must stay home due to illness. Example: Excluding a child with vomiting but not excluding for green nasal discharge.

Objective, systematic recording of symptoms, timelines, actions, and communication. Example: "12:45 pm - refused lunch, complained of stomach pain, appeared pale."

A summary of a child's illnesses over time to identify patterns. Example: Tracking repeated ear infections.

Signs are observable; symptoms are reported by the child. Example: Sign: rash. Symptom: "My tummy hurts."

A health check required when a child begins care. Example: Ensuring immunizations are up to date.

Plans for when a child is too ill to attend the program. Example: A parent arranging backup childcare.

Bacteria that no longer respond to common antibiotics. Example: MRSA requiring special precautions.

A nuisance, not a health hazard; does not require exclusion after treatment begins. Example: Checking for nits behind the ears.

Pests that bite but do not spread disease. Example: Notifying families and following cleaning protocols.

Rules ensuring safe, accurate medication use in ECLC programs. Example: Only giving medication with written instructions from a health care provider.

Non-prescription drugs; often unnecessary for children. Example: Cough syrups that are not recommended for young children.

Immune response to allergens; can range from mild to life-threatening. Example: Hives after eating peanuts.

Strategies to prevent and respond to asthma symptoms. Example: Using inhalers correctly and avoiding triggers.

The science of food and how the body uses it for growth, energy, and health. Example: Protein helps build tissues; carbohydrates provide energy.

Patterns of food choices shaped by physical, emotional, social, cultural, and economic factors. Example: A child who eats with family regularly tends to have healthier habits.

Taste, smell, texture, sound, and appearance influence food acceptance. Example: Toddlers often prefer soft or crunchy foods.

Using food to cope with emotions rather than hunger. Example: A child given cookies whenever they are sad may learn to self-soothe with food.

Traditions, celebrations, and family practices that shape food choices. Example: Eating dates during Ramadan or turkey at Thanksgiving.

How a person perceives their body; influenced by media, culture, and social messages. Example: Children may internalize harmful messages about weight from adults.

Inability to access enough nutritious food in socially acceptable ways. Example: Families skipping meals due to financial strain.

Nutrients needed in large amounts—carbohydrates, proteins, and fats. Example: Whole grains provide complex carbohydrates.

Vitamins and minerals needed in small amounts for health. Example: Calcium supports bone development.

The process of breaking down food so the body can absorb nutrients. Example: The stomach uses acid and enzymes to break down proteins.

National guidelines promoting balanced eating, plant-based foods, and mindful eating. Example: Encouraging vegetables and fruit at every meal.

Emphasizes traditional foods, land connection, and cultural identity. Example: Harvesting, fishing, and hunting as part of healthy eating.

A diet excluding meat, sometimes including dairy or eggs. Example: Lacto-ovo vegetarians eat eggs and dairy but not meat.

Required information on packaged foods showing nutrients, ingredients, and serving size. Example: Checking sodium content to choose healthier options.

Foods grown without synthetic pesticides or fertilizers. Example: Organic apples grown without chemical sprays.

Substances added to foods to preserve, flavour, or enhance texture. Example: Vitamin D added to milk.

Foods altered at the genetic level to improve traits like yield or resistance. Example: GMO corn engineered to resist pests.

Foods that pose a risk due to size, shape, or texture. Example: Whole grapes must be cut for young children.

Designing balanced, nutritious meals that meet children's needs. Example: Rotation menus to ensure variety.

Practices that prevent foodborne illness. Example: Keeping raw meat separate from produce.

A lifestyle that includes regular physical activity, healthy eating, adequate sleep, reduced sedentary behaviour, and supportive environments. Example: A child who plays outdoors daily, eats balanced meals, and has limited screen time.

Human-made surroundings that influence how people live, move, and interact. Example: Sidewalks, parks, bike paths, playgrounds, and community design.

Human-powered movement used to travel from place to place. Example: Walking or biking to school instead of being driven.

How friendly an area is for walking based on safety, accessibility, and connectivity. Example: A neighbourhood with crosswalks, sidewalks, and nearby destinations.

The skills, confidence, knowledge, and motivation needed to participate in physical activity throughout life. Example: A child who can run, jump, throw, and climb confidently.

Activities that involve little physical movement and low energy expenditure. Example: Watching TV, sitting in a stroller, or playing video games.

Excess body weight that increases health risks; influenced by multiple social, biological, and environmental factors. Example: A child with limited access to healthy foods and physical activity opportunities.

Inadequate access to sufficient, nutritious food due to financial or geographic barriers. Example: Families in remote northern communities paying extremely high prices for produce.

The study of how behaviours and environment can change gene expression without altering DNA. Example: Early life stress increasing obesity risk through hormonal changes.

Basic physical skills that form the foundation for more complex movement. Example: Running, hopping, balancing, throwing, and catching.

Unstructured, active play in natural or outdoor environments. Example: Climbing trees, digging in sand, and exploring trails.

Learning rooted in Indigenous knowledge, connecting children to land, nature, and community. Example: Harvesting plants, learning about local ecosystems.

Play that involves age-appropriate risk, challenge, and uncertainty. Example: Balancing on logs, climbing, and exploring heights.

National recommendations for physical activity, sleep, and sedentary behaviour across a full day. Example: Preschoolers need 180 minutes of activity and limited screen time.

Time spent using digital devices for entertainment. Example: Watching YouTube or playing tablet games.

Creating environments, policies, and practices that prevent injuries while allowing children to explore and take healthy risks. Example: Teaching children how to climb safely rather than banning climbing.

Harm that occurs without intent to cause injury; predictable and preventable. Example: A toddler choking on a grape.

A framework for understanding injuries—Who, What, Why, Where, When. Example: Identifying that toddlers are most at risk for choking (Who + Why).

Strategies to reduce injuries in vehicles. Example: Using proper child restraints and teaching traffic safety.

Practices that reduce cycling injuries. Example: Wearing CSA-approved helmets.

Strategies to prevent water-related injuries. Example: Emptying wading pools immediately after use.

Choking, suffocation, strangulation, and entrapment hazards. Example: Removing drawstrings from clothing to prevent strangulation.

Any object smaller than 4 cm or that fits into a toilet paper tube. Example: Small toy parts, grapes, and hot dogs.

Items that block airflow. Example: Pillows, plastic bags, and soft bedding.

Items that can wrap around the neck. Example: Blind cords, scarves, and drawstrings.

When a body part becomes stuck, restricting breathing. Example: Head caught in playground equipment openings.

Harm from ingesting toxic substances. Example: Cleaning products stored within reach.

Injuries from heat, sun, or chemicals. Example: Sunburn from high UV exposure.

Engaged, intentional monitoring of children. Example: Scanning, positioning, and anticipating hazards.

Developmentally appropriate guidelines that promote safe behaviour. Example: "Feet first down the slide."

An incident requiring reporting to licensing or authorities. Example: A child going missing or sustaining a serious injury.

Pollutants that affect children's health. Example: Air pollution, plastics, and pesticides.

Plans and procedures for responding to emergencies. Example: Fire drills and lockdown procedures.

Weather indicators used to plan safe outdoor play. Example: Staying indoors during extreme wind chill.

Planning and supervision strategies for outings. Example: High adult-child ratios and head counts.

A child who is experiencing or at risk of abuse, neglect, or harm and requires intervention. Example: A child consistently arriving hungry, fearful, and with unexplained bruises.

The legal obligation to report suspected child abuse or neglect to child protection authorities. Example: Calling the child protection agency immediately when you observe concerning signs.

A belief based on observation, information, or behaviour that a child may be at risk—not proof. Example: A child flinches when touched and has repeated unexplained injuries.

Intentional use of force causing injury or risk of injury. Example: Bruises, burns, or fractures.

Behaviour that harms a child's emotional development or self-worth. Example: Constant criticism, humiliation, or threats.

Any sexual activity with a child, including exploitation or exposure. Example: A child displaying sexualized behaviour beyond developmental norms.

Failure to provide basic needs such as food, shelter, supervision, or medical care. Example: A child repeatedly left unsupervised for long periods.

When a child witnesses or is affected by violence between caregivers. Example: A child showing fear when adults argue.

Approaches that recognize the impact of trauma and prioritize safety, trust, and emotional regulation. Example: Providing predictable routines and calm responses.

Objective, factual recording of observations, disclosures, and actions taken. Example: "Child stated: 'Daddy hit me.' Bruise observed on left arm."

Protecting sensitive information while sharing only with those legally entitled to know. Example: Not discussing a report with other parents or staff.

Trauma passed across generations due to historical injustices such as colonialism. Example: Impacts of residential schools on Indigenous families.

Conditions that reduce risk and support resilience. Example: Strong caregiver relationships, stable routines, and supportive educators.

Conditions that increase vulnerability to maltreatment. Example: Parental substance use, poverty, or isolation.

The organization responsible for investigating and responding to child protection concerns. Example: Children's Aid Society (Ontario).

Ability to manage emotions, behaviour, and attention. Example: A child taking deep breaths when upset.

Adult helping a child regulate through calm presence and support. Example: Sitting beside a crying child and offering comfort.

Chronic, unbuffered stress that harms brain development. Example: Ongoing exposure to violence without adult support.

Serious stress buffered by supportive relationships. Example: A child coping with a family separation with caring adults.

Short-term, manageable stress that promotes growth. Example: First day in a new classroom.

Biologically based traits influencing emotional reactivity and behaviour. Example: A child who is naturally slow-to-warm.

How a child perceives and feels about their body. Example: Feeling proud of being strong and capable.

Includes body awareness, relationships, identity, and curiosity. Example: A child asking where babies come from.

A person's internal sense of being male, female, both, or neither. Example: A child expressing a gender different from their assigned sex.

Intentional learning experiences promoting physical, emotional, and social well-being. Example: Teaching handwashing through songs and demonstrations.