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ECE III-ECE I Pthwy
NOCTI Standard 1: Health & Safety Vocabulary Review
| Term | Definition |
|---|---|
| Safety hazard | A condition or object that could cause harm. Example: A loose rug may cause a child to trip. |
| Hazard assessment | A routine check for possible dangers before children use an area. Example: Inspect the playground before outdoor time. |
| Active supervision | Watching, listening, positioning, and counting children so staff can respond quickly. Example: Stand where all climbing areas are visible. |
| Outdoor hazard | A danger outside, such as broken equipment, standing water, sharp objects, or unsafe surfaces. Example: Close off a slide with a loose step. |
| Fall zone | The area around play equipment where a child might land after a fall. Example: Keep the space around a climber clear. |
| Slip and trip risk | A wet, uneven, or cluttered surface that can cause a fall. Example: Clean a spill and mark the floor until dry. |
| Chemical hazard | Potential harm from cleaners, pesticides, medicines, or other toxic products. Example: Store cleaner in its labeled container out of children’s reach. |
| Poisoning prevention | Keeping harmful substances inaccessible and following safe storage practices. Example: Lock up medications and cleaning supplies. |
| Choking hazard | An item or food small or shaped enough to block a child’s airway. Example: Remove small toy parts from a toddler room. |
| Emergency plan | Written steps for responding to fire, severe weather, injury, or other danger. Example: Practice the evacuation route and attendance check. |
| Indoor environment | The room layout, flooring, furniture, and materials that affect children’s safety indoors. Example: Secure shelves and keep walking paths clear. |
| Outdoor environment | The outdoor layout, play equipment, surfacing, and materials used for safe play. Example: Inspect the fence and play area before children go outside. |
| Protective surfacing | Impact absorbing material installed beneath and around play equipment. Example: Check the approved playground surfacing for thin or displaced spots. |
| Stationary equipment | Equipment fixed in place to prevent tipping or movement. Example: Check that a climbing structure is securely anchored. |
| Adult to child ratio | The required number of staff relative to children, based on ages, setting, and local rules. Example: Count staff and children before moving outside. |
| Toy selection | Choosing materials appropriate to children’s age, abilities, and intended use. Example: Avoid small detachable parts in an infant room. |
| Toy condition | The state of toys and equipment after inspection for wear or damage. Example: Remove a cracked toy with a sharp edge. |
| Poison | A substance that may harm the body if swallowed, inhaled, touched, or otherwise absorbed. Example: A cleaner can be poisonous if used or stored unsafely. |
| Incident repor | A factual written record of an injury or other event, including actions taken and required notifications. Example: Record when a fall occurred, what was observed, and whom staff notified. |
| Authorized pickup list | The program’s current record of people approved to pick up a child. Example: Check identity and authorization before releasing a child. |
| Scene safety assessment | Checking for hazards before approaching an injured person. Example: Look for traffic, electricity, smoke, or falling objects. |
| Facility safety inspection | A planned review of the setting and equipment to find and correct hazards. Example: Document and repair a broken latch. |
| Personal safety awareness | Recognizing unsafe situations and knowing how to seek help. Example: A child tells a trusted adult when a gate is open. |
| Trusted adult | A caregiver or other approved adult a child can approach for help. Example: Teach children which staff members can help at school. |
| Unfamiliar person safety | Age appropriate rules about staying with caregivers and checking before going with anyone. Example: Practice saying “I need to ask my teacher first.” |
| Body autonomy | Understanding that a child’s body belongs to them and they can speak up about unwanted touch. Example: Teach correct body part names and encourage reporting concerns. |
| Fire drill | A practiced, calm evacuation using the program’s fire plan. Example: Walk to the meeting place and check every child’s attendance. |
| Evacuation route | The planned path to leave a building safely. Example: Use the posted exit route during a drill. |
| Stop drop and roll | A response to use if clothing catches fire: stop moving, drop, and roll to smother flames. Example: Practice the motion as a supervised safety lesson. |
| Safety boundaries | Clear rules and limits that help protect children. Example: Children stay inside the marked play area. |
| Direct guidance | An adult’s immediate, appropriate action to stop danger and redirect a child. Example: Guide a child away from a hot surface. |
| Fire triangle | The three basic conditions a fire needs: heat, fuel, and oxygen. Example: Removing one condition can help stop a fire. |
| Fire tetrahedron | The fire triangle plus the chemical chain reaction that sustains combustion. Example: Fire safety instruction may describe all four components. |
| Fire classes | Categories of fires based on the material burning; extinguisher types must match. Example: Class A involves ordinary combustibles, while Class K involves cooking oils and fats. |
| Smoke alarm | A device that gives early warning of smoke or fire. Example: Follow the facility’s inspection and maintenance schedule. |
| Fire alarm system | A building system that alerts occupants to a possible fire. Example: Staff respond to the alarm using the evacuation plan. |
| Smoke inhalation | Breathing harmful smoke and gases during a fire. Example: Evacuate promptly and avoid smoke filled areas. |
| RACE | A fire response reminder often taught as Rescue or Remove, Alarm, Confine, and Extinguish or Evacuate; follow the site plan. Example: Alert others and prioritize children’s evacuation. |
| PASS | A reminder for trained extinguisher use: Pull, Aim, Squeeze, Sweep. Example: Only a trained adult considers an extinguisher when the fire is small and a safe exit is available. |
| Portable fire extinguisher | A device designed to put out a small fire when used by a trained person. Example: Evacuate children first and follow the facility plan. |
| Burn prevention | Steps that reduce thermal, chemical, and electrical injuries. Example: Keep hot drinks and electrical cords away from children. |
| Burn types | Thermal burns come from heat, chemical burns from substances, and electrical burns from current. Example: A hot pan can cause a thermal burn. |
| Evacuation drill | Practice leaving safely and checking attendance at a designated meeting place. Example: Use the roster to account for every child after a drill. |
| Emergency alert signal | A sound or message that tells staff which emergency plan to follow. Example: A tornado alert calls for different actions than a fire alarm. |
| Communicable illness | An infection that can spread between people. Example: A respiratory virus can spread through close contact. |
| Symptom | A sign that a child may be ill. Example: Fever, vomiting, diarrhea, or a new rash may require assessment. |
| Fever | A higher than normal body temperature; interpret it with age, symptoms, and program policy. Example: A fever with a cough can trigger exclusion under illness guidance. |
| Respiratory infection | An illness affecting the nose, throat, or lungs. Example: A child has a cough, sore throat, and fever. |
| Common cold | A usually mild respiratory infection that may cause a runny nose, sneezing, and cough. Example: Assess how the child feels and apply the illness policy. |
| Influenza | A contagious respiratory illness that may cause fever, cough, aches, and fatigue. Example: Notify the family and follow the illness policy. |
| Respiratory syncytial virus | A respiratory virus, often called RSV, that can cause cold symptoms and sometimes breathing difficulty. Example: Seek urgent help for a child struggling to breathe. |
| Gastrointestinal illness | An illness affecting the stomach or intestines. Example: Vomiting and diarrhea can spread germs and cause dehydration. |
| Hand foot and mouth disease | A viral illness that may cause fever, mouth sores, and a rash on hands and feet. Example: Follow illness policy and health guidance; diagnosis alone may not require exclusion. |
| Head lice | Small insects living on the scalp that can cause itching. Example: Follow treatment and return guidance without shaming the child. |
| Dehydration | Too little fluid in the body. Example: A child with diarrhea may urinate less than usual. |
| Conjunctivitis | Inflammation of the eye, sometimes called pinkeye; causes vary. Example: Observe redness and discharge and follow policy rather than diagnosing. |
| Illness and exclusion policy | The program’s written rules for observing symptoms, notifying families, keeping ill children out of care, and return. Example: Check the policy when a child vomits twice. |
| Exclusion | Keeping a child out of group care when illness meets policy or public health criteria. Example: A child with a fever and respiratory symptoms stays home. |
| Return to care | The conditions a child must meet before rejoining group care. Example: Check policy and health guidance for the illness. |
| Infectious disease | An illness caused by a pathogen such as a virus, bacterium, fungus, or parasite. Example: Influenza is a viral infectious disease. |
| Noncommunicable disease | A condition that does not spread from person to person. Example: Asthma is noncommunicable. |
| Immune system | The body’s network of cells, tissues, and organs that helps defend against infection. Example: The immune system responds to a virus. |
| Immunity | Protection against a particular disease or pathogen, developed through infection or vaccination. Example: Vaccination can build immunity to some illnesses. |
| Antibody | An immune protein that recognizes a particular antigen. Example: Antibodies help the body respond to a pathogen. |
| Antigen | A substance or part of a germ that the immune system can recognize. Example: A vaccine may introduce an antigen without causing the disease itself. |
| Vaccination | Giving a vaccine to stimulate protection against a disease. Example: A child receives a recommended immunization. |
| Vaccine | A preparation that trains the immune system to recognize a disease threat. Example: Vaccines are not simply a small amount of live disease. |
| Diagnosis | Identification of a condition by a qualified health professional using symptoms, examination, and sometimes tests. Example: Teachers observe and report symptoms rather than diagnose. |
| Incubation period | The time between exposure to a pathogen and the appearance of symptoms. Example: A child may feel well while an infection develops. |
| Carrier | A person who carries a pathogen and may spread it, sometimes without symptoms. Example: Someone can transmit some infections before symptoms appear. |
| Stages of illness | A teaching model describing incubation, early symptoms, peak illness, and recovery; courses vary by disease. Example: A child’s symptoms may change over several days. |
| Common childhood illnesses | Frequently encountered conditions such as colds, ear infections, chickenpox, croup, and diarrhea. Example: Use the illness policy and health guidance for each condition. |
| Croup | A respiratory illness often associated with a barking cough and sometimes noisy breathing. Example: Notify the family and seek urgent help if breathing is difficult. |
| Chickenpox | A contagious viral illness that can cause fever and an itchy, blister like rash. Example: Follow current exclusion and return guidance. |
| Scabies | A contagious skin infestation by tiny mites that often causes intense itching. Example: Notify the family and follow treatment guidance. |
| Pinworms | Small intestinal worms that can cause itching around the anus, especially at night. Example: Follow health guidance and careful handwashing. |
| Terminal illness planning. | An illness expected to cause death despite treatment; individual prognosis is determined by clinicians. Example: A family may need individualized support and care planning. |
| Transmissibility | How readily an infection spreads in a particular setting. Example: Close contact can raise spread for some respiratory viruses. |
| Index case or patient zero | The first case identified in an investigation; it may differ from the first person infected. Example: Health investigators identify an index case when tracing an outbreak. |
| Standard or universal precautions | Treating blood and other potentially infectious body fluids as possible sources of infection every time. Example: Use gloves for a blood spill regardless of whose blood it is. |
| Pathogen | A germ that can cause disease. Example: A virus may pass from hands to a shared toy. |
| Hand hygiene | Cleaning hands at key times to reduce germ spread. Example: Wash with soap and water after diapering and before food handling. |
| Personal protective equipment | Items worn to limit exposure to hazards, such as disposable gloves. Example: Wear appropriate gloves when handling blood. |
| Cross contamination | Moving germs from one person, object, or surface to another. Example: A used diaper glove touches a clean bottle. |
| Cleaning | Using soap, water, and scrubbing to remove dirt and many germs. Example: Clean a high chair tray before sanitizing it. |
| Sanitizing | Reducing germs to levels considered safe on food contact or mouthed surfaces. Example: Sanitize a washed infant toy as directed. |
| Disinfecting | Using an appropriate chemical after cleaning to kill remaining germs. Example: Disinfect a surface contaminated with blood. |
| Contact time | The time a disinfected surface must remain wet for a product to work. Example: Follow the disinfectant label’s wet time. |
| Isolation area and temporary separation | A designated space for an ill child away from the group, with continuing adult supervision. Example: Supervise a sick child in the designated area until pickup. |
| First aid | Immediate care given for an injury or sudden illness until further help is available. Example: Follow training and the emergency plan for a cut. |
| Blood spill | Steps to block access, use protection, remove blood, clean, disinfect, dispose safely, and wash hands. Example: Keep children away and follow the program’s written procedure. |
| Infection prevention | Actions that interrupt the spread of germs. Example: Wash hands and clean shared surfaces. |
| Sanitation | Practices that keep food preparation areas and equipment clean and safe. Example: Clean and sanitize food contact surfaces as required. |
| Handwashing | Washing hands with soap and water for at least 20 seconds at key times. Example: Wash after toileting and before preparing food. |
| Germ transmission | Movement of a pathogen from a source to another person. Example: A child touches a contaminated toy and then their mouth. |
| Infectious agent | A pathogen that can cause disease; also called an etiologic agent. Example: A virus can be the infectious agent in an outbreak. |
| Reservoir | The place where a pathogen normally lives or survives. Example: People, animals, food, water, or surfaces can be reservoirs. |
| Portal of exit | The route a pathogen uses to leave its source. Example: A virus may leave through respiratory droplets. |
| Mode of transmission | The way a pathogen travels to another person, such as contact, droplets, airborne spread, food, or vectors. Example: Unwashed hands can transmit germs by contact |
| Portal of entry | The route a pathogen uses to enter another person. Example: A pathogen can enter through the mouth, nose, eyes, or broken skin. |
| Susceptible host | A person who can become infected after exposure. Example: A young child without immunity may be susceptible. |
| Direct and indirect contact | Direct contact involves person to person touch; indirect contact involves a contaminated object or surface. Example: Sharing a mouthed toy can create indirect contact. |
| Droplet and airborne spread | Two ways respiratory germs can move through the air, with different behavior and control measures. Example: Follow the relevant health guidance for the disease. |
| Glove removal | Taking off used gloves without touching their contaminated outside and then cleaning hands. Example: Remove gloves after cleaning a blood spill and wash hands. |
| Rest period | A scheduled opportunity for children to sleep or have quiet time. Example: Offer a quiet activity to a child who does not sleep. |
| Transition routine | Predictable steps that help children move between activities. Example: Use a story and soft voices before nap. |
| Self regulation | A child’s developing ability to manage feelings, attention, and behavior with support. Example: A caregiver helps a child breathe slowly when upset. |
| Calming technique | A safe, age appropriate action that helps a child settle. Example: Read a quiet story or guide slow breathing. |
| Responsive feeding | Watching an infant’s hunger and fullness cues and responding appropriately. Example: Pause when the infant turns away from the bottle. |
| Feeding cues | Infant behaviors that signal hunger or fullness. Example: Rooting may signal hunger; turning away may signal fullness. |
| Safe sleep | Putting an infant on their back for every sleep on a firm, flat approved surface with a fitted sheet only. Example: Remove blankets, pillows, and toys from the crib. |
| Nap supervision | Checking and supervising children during rest according to program policy. Example: Staff remain attentive and follow required checks. |
| Emergency medical services | The coordinated emergency response system reached in the United States by calling 911. Example: Call 911 for a child who is unresponsive or struggling to breathe. |
| First responder | A trained person who provides initial help in an emergency. Example: A trained staff member begins care while EMS is on the way. |
| Unresponsive | Not responding normally to voice or touch. Example: Activate the emergency plan and check breathing using current training. |
| Cardiopulmonary resuscitation | CPR is an emergency skill using chest compressions and, when trained, rescue breaths for someone in cardiac arrest. Example: Follow current infant or child CPR training and call 911. |
| Automated external defibrillator | An AED analyzes heart rhythm and can deliver a shock when indicated. Example: Follow its voice prompts and training during a cardiac emergency. |
| Rescue breathing | Giving breaths as part of trained emergency care when appropriate. Example: Use the current CPR procedure for the child’s age. |
| Choking response or Heimlich maneuver | Age specific first aid for a blocked airway; infant and older child techniques differ. Example: Use current training and call 911 for severe choking. |
| Shock | A life threatening state in which organs do not receive enough oxygen rich blood. Example: Call 911 for pale, cool, confused, or rapidly worsening symptoms. |
| Anaphylaxis | A severe, potentially life threatening allergic reaction that can affect breathing or circulation. Example: Call 911 and follow the child’s emergency action plan. |
| Anaphylactic shock | Anaphylaxis accompanied by dangerously poor circulation or low blood pressure. Example: Emergency treatment is needed immediately. |
| Epinephrine autoinjector | A prescribed device that delivers a measured dose of epinephrine for anaphylaxis. Example: A trained caregiver follows the child’s plan and calls 911. |
| Respiratory distress | Difficulty breathing or signs that breathing requires unusual effort. Example: Seek emergency help for struggling or blue appearing breathing. |
| Asthma | A chronic condition that can narrow and inflame airways. Example: Follow the child’s written asthma action plan. |
| Seizure | A sudden change in brain electrical activity that can alter awareness, movement, or behavior. Example: Protect the child from injury and follow the seizure action plan. |
| Tonic- clonic seizure | A seizure with loss of awareness and stiffening followed by rhythmic jerking; formerly called grand mal. Example: Time the seizure and follow emergency guidance. |
| Absence seizure | A brief lapse in awareness, sometimes mistaken for daydreaming; formerly called petit mal. Example: Document and notify the appropriate caregiver or clinician. |
| Stroke | A medical emergency caused by blocked blood flow to the brain or bleeding in the brain. Example: Call 911 for sudden facial droop, weakness, or speech problems. |
| Splint | A support that helps limit movement of an injured limb. Example: Only use according to training while arranging medical care. |
| Tourniquet | A device used by trained responders for life threatening limb bleeding when indicated. Example: Use only under current first aid training and emergency protocols. |
| Bleeding control | Steps to reduce blood loss, usually beginning with firm direct pressure and calling for help as needed. Example: Use gloves and apply direct pressure to a serious wound. |
| Soft tissue injury | Damage to muscles, ligaments, tendons, or skin. Example: Report a sprain and follow the injury plan. |
| Recovery position | Side lying position used in some situations for a breathing, unresponsive person when safe to move them. Example: Follow current first aid training and keep monitoring breathing. |
| Hyperventilation | Breathing faster or deeper than the body needs, which can cause dizziness or tingling. Example: Assess for serious causes and follow the emergency plan. |
| Heat related illnesses. | Health problems caused by heat exposure, ranging from heat exhaustion to heat stroke. Example: Move a child to a cooler place and seek urgent help for severe symptoms. |
| Frostbite | Injury caused by freezing of skin and underlying tissue. Example: Move the child out of cold exposure and seek medical care. |
| Hypothermia | Dangerously low body temperature. Example: Seek emergency help and move the child to shelter. |
| Lyme disease | An infection caused by bacteria spread through the bite of certain infected ticks. Example: Report a tick bite and follow medical guidance for symptoms. |
| Poisoning | Harm from exposure to a toxic substance. Example: For a suspected poisoning, follow the emergency plan and contact Poison Control or 911 as appropriate. |
| Good Samaritan laws | State laws that may limit legal liability for people who provide emergency aid under specified conditions. Example: Follow training and local law; protections vary. |
| Balanced meal | A meal offering appropriate foods from required groups in amounts suited to age and needs. Example: A child care lunch can include milk, protein food, grain, fruit, and vegetable. |
| Nutrient | A substance in food the body uses to grow and function. Example: Iron helps support growth and development. |
| Protein | A nutrient needed for growth and tissue repair. Example: Eggs, beans, fish, poultry, tofu, and yogurt can supply protein. |
| Meat alternate | A program term for a creditable protein food other than meat, according to meal rules. Example: Beans or eggs may count as a meat alternate. |
| Whole grain | A grain that retains the bran, germ, and endosperm. Example: Serve whole grain bread when appropriate. |
| Fruit and vegetable variety | Offering different produce to provide a range of nutrients and tastes. Example: Pair orange carrots with sliced berries. |
| Hydration | Getting enough fluids for the body’s needs. Example: Offer water regularly according to age and program policy. |
| Food allergy | An immune reaction to a food that may become severe. Example: Follow the child’s documented care plan for a known allergy. |
| Cross contact | Unintentional transfer of a food allergen to another food or surface. Example: Do not use the same knife for peanut butter and an allergy safe snack. |
| Age appropriate food | Food texture, shape, and portion suited to a child’s development and choking risk. Example: Prepare grapes safely according to age and program guidance. |
| Healthy eating habit | A routine that supports varied foods and a positive mealtime. Example: Model trying new foods without pressuring children to eat. |
| Meal pattern | A program’s required food components and serving standards. Example: Use the current CACFP pattern when planning a reimbursable meal. |
| Child and Adult Care Food Program | The USDA program known as CACFP that supports nutritious meals and snacks in eligible care settings. Example: A center follows CACFP meal patterns for reimbursable meals. |
| MyPlate | A USDA visual guide showing fruits, vegetables, grains, protein foods, and dairy. Example: Use the image to discuss variety at meals. |
| Nutrition | How food and nutrients support health, growth, and body functions. Example: A varied diet supports children’s development. |
| Nutrient deficiency | An inadequate amount of a needed nutrient. Example: Too little iron over time can affect health. |
| Undernutrition | Inadequate intake or absorption of energy or nutrients. Example: A health professional evaluates concerns about growth. |
| Malnutrition | Poor nutrition caused by too little, too much, or an imbalance of energy or nutrients. Example: A child may need an individualized nutrition assessment. |
| Perishable food | Food that can spoil or become unsafe without proper storage. Example: Refrigerate milk promptly according to food safety guidance. |
| Food safety | Safe purchasing, storage, preparation, serving, and disposal practices that limit foodborne illness. Example: Keep cold foods at safe temperatures. |
| Allergy | An immune system reaction to a substance that is usually harmless to others. Example: Follow a child’s plan for a medication or insect sting allergy. |
| Health inspector | A public health professional who checks facilities for compliance with applicable safety rules. Example: An inspector may review food storage and sanitation. |
| WIC | The Special Supplemental Nutrition Program for Women, Infants, and Children, which provides eligible families foods, nutrition support, and referrals. Example: An eligible family may receive WIC nutrition services. |
| Carbohydrate | A macronutrient that provides energy; sources include grains, fruit, milk, and beans. Example: Oatmeal provides carbohydrate. |
| Fat | A macronutrient that supplies energy and supports cell functions and absorption of certain vitamins. Example: Avocado contains dietary fat. |
| Vitamin | An organic nutrient needed in small amounts for normal body functions. Example: Vitamin C helps the body use iron from plant foods. |
| Mineral | An inorganic nutrient needed for growth and body functions. Example: Calcium supports bones and teeth. |
| Antioxidant | A substance that can help protect cells from certain types of damage. Example: Many fruits and vegetables contain antioxidants. |
| Gluten | Proteins in wheat, barley, and rye; avoidance is needed for celiac disease or other clinically indicated conditions. Example: Check a child’s documented dietary plan before serving wheat bread. |
| Diabetes | A group of conditions in which blood glucose is too high because of problems making or using insulin. Example: Follow a child’s individualized diabetes care plan. |
| Child abuse | An action that harms or threatens a child; categories and legal definitions vary by jurisdiction. Example: A concern may arise from an injury and a child’s disclosure. |
| Physical abuse | Nonaccidental physical harm to a child. Example: An unexplained injury may be one indicator requiring attention. |
| Emotional abuse | Behavior that seriously harms a child’s emotional well being. Example: Persistent threats or humiliation may raise concern. |
| Sexual abuse | Sexual activity involving a child or exploitation of a child. Example: An age inappropriate sexual disclosure requires prompt action. |
| Child neglect | Failure to provide necessary care or supervision under applicable law. Example: Repeated lack of needed medical care may raise concern. |
| Indicator | An observation that may signal a concern but does not prove abuse or neglect. Example: Notice an injury pattern, behavior change, or disclosure in context. |
| Disclosure | Information a child shares about possible harm. Example: Listen calmly, record the child’s words accurately, and follow reporting steps. |
| Mandated reporter | A person whom state law requires to report suspected child abuse or neglect. Example: A child care professional follows the state’s reporting rule. |
| Reasonable suspicion | A good faith concern based on observations or information; proof is not required to report. Example: Report a concern through the required channel without investigating it yourself. |
| Documentation | A factual record of observations and actions, avoiding guesses. Example: Write the date, time, exact words, visible observations, and report made. |
| Confidentiality | Sharing sensitive information only with people authorized to act. Example: Do not discuss a child’s report with other families. |
| Reporting authority | The agency or emergency service designated to receive concerns. Example: In Georgia, contact DFCS at 1-855-GACHILD; call 911 for immediate danger. |
| Signs of possible abuse or neglect | Observations or disclosures that may raise concern but do not independently establish a cause. Example: Record an unexplained injury or major behavior change factually. |
| Verbal abuse | Harmful use of words such as repeated threats, humiliation, or degrading language. Example: A child may need support after persistent belittling. |
| Georgia Division of Family and Children Services | The state agency that receives and responds to reports of suspected child abuse or neglect. Example: A reporter in Georgia can call 1-855-GACHILD. |
| Social worker | A trained professional who helps children and families access services and may investigate protection concerns in an authorized role. Example: A caseworker may coordinate services for a family. |
| Temporary shelter | A short term safe placement or service for a child when an agency determines it is needed. Example: An agency arranges a placement if home is unsafe. |
| Foster care | Temporary care for a child placed with an approved family or setting when the child cannot safely remain at home. Example: The responsible agency arranges and monitors the placement. |
| Housing instability | Lack of stable, adequate housing; it is not by itself proof of neglect. Example: Help connect a family to support without making assumptions. |
| Child advocate | A person appointed or authorized to represent or support a child’s interests in a legal or service process. Example: An advocate may speak for a child’s needs in court. |
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