©2016 Cengage Learning. All Rights Reserved.  Research Findings and Need for Safety Policies for Healthy Development  Teachers are responsible for the safest possible environment  Designing a safety policy Understand what safety hazards may be present in any early childhood education environments environment Establishes a process Assigns responsibility Offers guidance for action

 Differing degrees of preventive and protective action should be taken, depending on the environment. This keypad entry may be a necessary part of a safety policy in an inner-city early childhood education environment. ©2016 Cengage Learning. All Rights Reserved.

 A teacher should  Know applicable safety practices for early childhood education environments  Screen environment for hazards and remove  Use safety devices, where applicable  Monitor for environmental hazards  Know developmental levels of children  Promote safety through action, word, and deed  Role model safety practices to children and parents  Be aware of conditions that contribute to injury  Closely observe children, especially during at-risk conditions

©2016 Cengage Learning. All Rights Reserved. Type of environment  Early childhood education centers  most governed by licensing  some are multi-use facilities  some centers are not subject to rules and regulations  Family child care homes  Elementary schools  In-home child care

 The Age of Children in Care  Infants  Toddlers  Preschoolers  School age  Multiage groups  Children with disabilities and other special needs ©2016 Cengage Learning. All Rights Reserved.

 Child whose brain is developing needs to feel secure (relates to Maslow’s hierarchy)  Warm, responsive relationships can act as buffers for risk factors to adverse conditions  Teachers can provide a safe space ©2016 Cengage Learning. All Rights Reserved.

 This is an early childhood education environment at a college, with children on a campus walk. What might be the risks here? ©2016 Cengage Learning. All Rights Reserved.

 Maslow’s Hierarchy of Needs Can you see how if the basic needs are not met it might affect the need for safety? ©2016 Cengage Learning. All Rights Reserved.

Childhood Injuries  What type of injury occurred?  How did the injury happen?  Why did the injury occur?  Where did the injury occur?  When did the injury happen?

©2016 Cengage Learning. All Rights Reserved.

 Developmental levels  Developmental knowledge can alleviate risky situations  Risk Factors  Boys more likely to have risky behavior  Poor children more likely to take risk  Impulsive children  Active Supervision  Close supervision avoids risk  Inadequate supervision may lead to negligence ©2016 Cengage Learning. All Rights Reserved.

 Anticipation  From developmental level of children in care  Children's risk factors  Active Supervision ©2016 Cengage Learning. All Rights Reserved.

 What are four contributing factors leading to sudden infant death syndrome (SIDS)? ©2016 Cengage Learning. All Rights Reserved.

 Modification  Removal of hazards and use of safety devices  Modify behavior using feedback, positive reinforcement, diversion, role playing through practice drills ©2016 Cengage Learning. All Rights Reserved.

 Monitoring  Ongoing process  Formalized Use checklists Study injury reports Observation is foremost activity in monitoring ©2016 Cengage Learning. All Rights Reserved.

 Engaging Diverse Families  Support the safety of their children  Provide a safety checklist  Use Cultural Competency  Communication must be established  Try to understand cultural practices  Activities for Family Engagement  What activities would you add? ©2016 Cengage Learning. All Rights Reserved.

 Children of all ages can learn safe practices  Provide curriculum that is age-appropriate so children can help to manage their own risk ©2016 Cengage Learning. All Rights Reserved.