© 2007 by Thomson Delmar Learning Chapter 2: Creating Safe Environments for Early Childhood Education

© 2007 by Thomson Delmar Learning Safety Policies Teachers are responsible for the safest possible environment Designing a safety policy –What needs to be done? Understand what safety hazards may be present in any early childhood education environment Know hazards addressed by local licensing/fire boards Be aware of safety hazards in the specific care environment Know and address developmental abilities

© 2007 by Thomson Delmar Learning Safety Policies (continued) What process will be followed? Who is responsible for making sure that the process is followed? Are there any time parameters or limitations?

© 2007 by Thomson Delmar Learning Safety Policies (continued) Three components of a clearly written safety policy: –process/action –includes guidelines –responsible caregiver

© 2007 by Thomson Delmar Learning Safety Policies Should Cover Creating a safe environment Injury prevention management = forestalling or anticipating injury risk Developing a safety plan Methods and practices for teachers

© 2007 by Thomson Delmar Learning Structuring Safe Environments 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

© 2007 by Thomson Delmar Learning Structuring Safe Environments (continued) A teacher should –know developmental levels of children –promote safety through action, word, and deed –model safety practices to children and parents –be aware of conditions that contribute to injury –closely observe children, especially during at-risk conditions

© 2007 by Thomson Delmar Learning Structuring Safe Environments (continued) Type of environment –Early childhood education centers most are governed by licensing some are multiuse facilities some centers are not subject to rules and regulations –Family early childhood education environments—homes –In-home early childhood education environments (nannies)

© 2007 by Thomson Delmar Learning Structuring Safe Environments (continued) The age of children in care –infants cephalocaudal and proximodistal development gross and fine motor skills –toddlers –preschoolers –school age –multiage groups

© 2007 by Thomson Delmar Learning Structuring Safe Environments (continued) The community surrounding early childhood education environments –liabilities safety hazards, conditions, and behaviors the child’s family environment –safe –at-risk

© 2007 by Thomson Delmar Learning Structuring Safe Environments (continued) Maslow’s hierarchy of needs –food, shelter, clothing –safety and security –love, friendship –self-esteem –self-actualization

© 2007 by Thomson Delmar Learning  Reality Check—Child Custody and the Impact on Early Childhood Education Environments Children may come to care with unresolved custody issues Defining type of custody

© 2007 by Thomson Delmar Learning Custody Custody orders give clear guidelines to caregiver as to who is allowed to pick up child –Authorization by custodial parent for noncustodial parent to pick up child is possible with a signed document, not a phone call –No authorization, noncustodial parent is not allowed to pick up child

© 2007 by Thomson Delmar Learning Custody (continued) Early childhood education environments or teachers should not act as a mediator in cases where custody is not formal A legal document should be provided by parent(s) Policy for this issue should be developed and followed

© 2007 by Thomson Delmar Learning ABCs of Childhood Injury 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?

© 2007 by Thomson Delmar Learning Injury Triad Accessory How? Child at-risk Injury Prevention Management Behavior Why? Condition Where?/ When?

© 2007 by Thomson Delmar Learning Accessory Physical and environmental hazards Lack of safety devices

© 2007 by Thomson Delmar Learning Behavior By child –developmental level –emotions –stress –imitation

© 2007 by Thomson Delmar Learning Behavior By adult –inattention –lack of knowledge –lack of communication –lack of safety precautions –emotions –stress

© 2007 by Thomson Delmar Learning Condition Where –place –indoors/outdoors When –time of day –tired, hungry, in a hurry

© 2007 by Thomson Delmar Learning Constructing a Safety Plan for Early Childhood Education Environments Anticipation –room-by-room and outdoor inspection for safety –from developmental level of children in care –accessories, behaviors, and conditions

© 2007 by Thomson Delmar Learning Constructing a Safety Plan for Early Childhood Education Environments (continued) Modification –removal of hazards and use of safety devices –modify behavior using feedback, positive reinforcement, diversion, role-playing through practice drills

© 2007 by Thomson Delmar Learning Constructing a Safety Plan for Early Childhood Education Environments (continued) Monitoring –ongoing process –formalized Use checklists Study injury reports Observation is foremost activity in monitoring

© 2007 by Thomson Delmar Learning  Reality Check—Bullying in the Early Childhood Education Environment Bullying is considered a major public health and safety issue Bullying can be defined as ongoing physical or verbal abuse or persecution between two or more people where the power is unequal

© 2007 by Thomson Delmar Learning  Reality Check—Bullying in the Early Childhood Education Environment (continued) Bullying can begin as early as toddlerhood –Young children may push others, bite, grab toys away, or make up rules so that they are in charge Parental involvement and warmth may not be present –Parents may not set limits or clear expectations for behavior, and any behavior on the part of the child may appear to be acceptable to the parent

© 2007 by Thomson Delmar Learning  Reality Check—Bullying in the Early Childhood Education Environment (continued) Children may also be overwhelmed in their lives by a loss or change Preschoolers who watch 3½ hours of television a day are 30% more likely to exhibit bullying behaviors than are children who watch no television Boys are far more likely to bully, and their victims are more likely to be boys than girls –Boys are likely to use both direct physical and verbal bullying and an indirect, relational form of bullying

© 2007 by Thomson Delmar Learning  Reality Check—Bullying in the Early Childhood Education Environment (continued) Girls are less likely to engage in physical bullying and much more likely to engage in relational bullying toward another girl –like gossiping about her, slandering her, or engaging in actions to exclude her from her social peer group

© 2007 by Thomson Delmar Learning Implications for Teachers Role modeling –safe practices Education –teachers –children Working with Families –support and provide information

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Observation –accessories –behaviors –conditions Supervision