1. Children’s Health and Safety
“He fell off the bike and now he is crying.”
Tim, 4 years
Statistics in relation to child accidents and injury:
Children who attend some type of early childhood service are more likely to have a serious accident when they are under five years of age.
The major cause of injury in child care services is falls.
Children under five years are more likely to swallow poisons than older children.
63% of child poisonings occur as a result of ingesting household or personal products, cleaners, pesticides, handyman products and other chemicals.
Other major causes of accidental injury to young children involve: water hazards, choking and suffocation, cuts from sharp objects, squashed fingers/toes and burns.
(Kidsafe,

2. Risk factors that contribute to playground safety
Inadequate soft fall surface
Inappropriate
design
Poor or inadequate supervision
Entrapment
Poor maintenance
Protrusion and sharp objects
Uneven
surfaces
Falls occur as a result of tripping, slipping, climbing, colliding with another child or running too fast. As a result of a fall a child is at risk of cuts from sharp objects, bruising or worse.
Any object that can fit into a container the size of a film canister is potentially hazardous to very young children. Choking and suffocation hazards for young children include food, small objects, plastic bags and ill-fitting plastic mattress protectors.

3. The Physical Environment Factor
Inadequate fencing
Climbing equipment that does not meet safety standards
Trip hazards such as poorly constructed pathways or poorly set out play areas
Lack of appropriate soft-fall
Lack of safety devices such as child-resistant locks on gates and cupboards
Inappropriately fitted child restraints on highchairs
“Ride the bikes on the path”
Emma, 5 years 5 months
Child care environment require constant monitoring and regular maintenance to ensure they are safe
Conditions
In relation to conditions, the contributing factors may include:
failure to take into account the specific safety issues, in relation to a particular place or location, that can contribute to childhood injuries, for example crowded venues, the mixture of older and younger children in a limited play space or locations that are unfamiliar to the child
carer feeling unwell
disruption of the normal program routine
indoor confinement due to wet weather
poorly planned program and rushed routines
no setting of clear, age-appropriate limits have not been set
unmaintained outdoor equipment.

4. Safe Indoor Play Spaces
Safety Considerations:
The layout and use of spaces
Placement of furniture and furnishings
Physical space provided
The age and number of children
Should allow for maximum supervision of children at all times
For example, be aware of:
Overcrowding – too many children in a small area can result in accidents & stress for chn & carers
Experiences that create mess – paint on floor, sand on hard surfaces, water on floor
How children use equipment – teach children simply safety behaviours, eg remember to walk when inside, walk when near the babies, use two hands when climbing, stay seated when using scissors
Can you think of other factors?
novelty factor – something new may cause excitement & crowding
Ability of chn to share (may be age or ability related)
Amount of equipment available
Some equipment requires large space eg blocks/ dramatic play

5. Safe Outdoor Play Spaces
Safety considerations:
Layout; i.e soft fall
Fixed equipment
Entrapment
Protrusion and sharp objects
Loose parts
Uneven surfaces
Maintenance
Falls – account for 70% of all injuries in chn’s services
Entrapment – arms, legs, fingers, toes, head or clothing – equipment, especially climbing eqipment must meet Australian Standards
Protrusion & sharp objects – eg nuts & bolts, nails, cement edges – can cause cuts & lacerations
Uneven surfaces – paths & paved areas should be checked for uneven or broken sections as they create a trip hazard
Maintenance – wear & tear, poor design, poor installation & inappropriate use can all create hazards for chn and staff.
Chn can use equipment in unexpected ways – they may move/relocate equipment so that it becomes unsafe, they may create over-crowding, they may push etc.
Chn are not able to anticipate danger – they require constant supervision and guidance and support to develop good safety habits.

6. The Age Factor Children will often do the unexpected
They can act impulsively without thought or fear to the safety of themselves and others
They may use equipment in ways that are dangerous
They can quickly scale fences/barriers
They have limited understanding of the capabilities of others
They may rearrange equipment making it unsafe
Young children (and older children) need environments that are safe. They also need environments that allow them to take some risks.
Adults must consider how to create an environment that allows children to develop strategies to manage risks and also build resilience – if I don’t succeed I can try again.
Is it desirable to create environments where children are not allowed to take any risks?

7. The Age Factor Birth–12 months
Rolls, wriggles, grasps moves, puts objects in mouth
Hazards
Burns, falls, choking, sharp objects, bath, small objects, poisoning, falls
Infants need constant supervision – as they become mobile they can move quickly when attempting to walk or stand they will naturally try to steady themselves on any available furniture – mobile shelving, trolleys etc are a real hazard for this age group.

8. The Age Factor
1–2 years
Investigates, climbs, opens doors, takes things apart, puts things in mouth
Hazards
Gates, windows, doors, water, poisons, burns, falls
Active toddlers enjoy investigating how their body fits into various spaces – they can often climb up but cannot climb down. They can climb into small spaces but can’t reverse out of them!
They love to open doors but don’t understand that when closed they can trap little fingers.

9. The Age Factor
2–3 years
Moves about, tries to do things alone, climbs, imitates and explores, runs, impatient, likes playing in water, can be fearless
Hazards
Water, traffic, toys that pull apart, burns, household poisons, rough play, outdoor play equipment
Older toddlers are busy people – they want to do everything for themselves and can become easily frustrated as their cognitive skills have now out stripped their motor skills.
They still mouth objects and will often walk around with objects in their mouth.

10. The Age Factor
3–6 years
Explores, climbs, rides bike, likes rough play, plays out of sight of adults, imitates actions of adults, fascinated by fire, likes to play in water
Hazards
Tools and equipment, poisons and burns, falls from climbing, drowning, traffic
Preschoolers are active and confident. They can run, jump, climb & ride trikes.
They will often attempt tasks without thinking about a strategy or a consequence.
They are still working towards self regulation & can become angry & upset with their peers which can lead to pushing, throwing objects etc.

11. The Age Factor
6–12 years
Plays away from home, participates in team sports, subject to dares and peer-group pressure, rides bike on road, engaged in greater risk-taking behaviour
Hazards
Traffic, drowning, risk-taking behaviour
Middle childhood is a time when motor skills are refined. It is also a time when peers take on a new importance. Children may take risks, show-off or attempt tasks that are beyond their physical ability - this can leads to serious injury.

12. The Behaviour Factor
Inability of the child to understand and anticipate cause and effect
Lack of fear
Ability to concentrate and stay ‘on task’/easily distracted
Emotional status such as anger, fear or shyness
The degree of stress the child is experiencing
The young child’s tendency to imitate others.
Behaviour of Child
In relation to the behaviour of children, other contributing factors may include:
the child’s level of mastery, especially in relation to physical skills
the mobility of the child and their need to explore
the child’s level of knowledge and understanding
time of day, for example during busy periods such as arrival and departure or when carers are in a hurry to meet timetable commitments, or times when children and/or carers are tired and hungry
a child is upset and uncooperative
a new child in the group

13. The Gender Factor
The rate of accidental injuries is far higher in boys than in girls.
Causes:
the type of play that boys and girls typically engage in - boys are generally more active, and take more risks in their play.
Boys also tend to play games that involve greater physical contact and more active ‘rough’ play than girls.
Gender-Related Behaviour
Carers often allow boys to take greater risks than girls and are more tolerant of rough behaviour in boys.
What differs in play behaviour do you notice between boys and girls? Can you give some examples?

14. The Adult Factor Lack of adequate supervision or close attention
Lack of knowledge or understanding of child development and risks factors at each developmental stage
Lack of communication – this may include failure to give clear, adequate or developmentally appropriate instructions to children
In relation to behaviour of adults, contributing factors may include:
lack of adequate supervision or close attention to the child or the child’s environment
lack of knowledge or understanding of child development and the subsequent risks factors at each developmental stage
lack of communication – this may include failure to give clear, adequate or developmentally appropriate instructions to children
failure to take adequate safety precautions on behalf of the child
the emotional or stress level of the adult may result in loss of concentration, poor judgment or lack of vigilance
a distracted carer, particularly during arrival and departure times when carers are talking to parents.

15. The Adult Factor
Failure to take adequate safety precautions on behalf of the child
The emotional or stress level of the adult may result in loss of concentration, poor judgement or lack of vigilance
A distracted carer, particularly during arrival and departure times when carers are talking to parents.
Child care is a physically and emotionally demanding job - stress can lead to lack of concentration or poor decision-making.
Can you give any examples where stress may have put you in danger?

16. Four Principles of Supervision
Knowing
Listening
Positioning
Scanning
Supervision
All adults working with children have a duty of care to protect the safety and well-being of the child.
Supervision is critical to chiildren’s safety
NEVER LEAVE CHILDREN UNATTENDED.

17. Four Principles of Supervision
Knowing
being aware of where children are and the number of children you are supervising.
being aware of activities and equipment that requires special supervision, for example safety or turn taking.
KNOWING
Before the day begins think about the children you will be working with - their ages & the experiences & routines that are planned for the day.
Be aware of areas that require a high level of supervision
Be aware of particular children who may require extra adult attention/supervision

18. Four Principles of Supervision
Listening
listening for unusual sounds, crying or silence (a good indicator that something unusual may be happening.)
Listening
Sounds can tell you a lot about what is happening - angry, raised voices are a sign a pending aggression , unusual silence may also alert you that something atypical is happening.
Be aware of the sounds of your day & you will quickly notice ‘different’ sounds if and when they occur.

19. Four Principles of Supervision
Scanning
watching and being aware of all activities occurring in the area
looking around regularly.
be aware of all children
be aware of where other adults are supervising
Scanning
Always be vigilant & never assume that ‘someone else’ is taking responsibility.
Always look up, look around, and have an idea where chn are & what they are doing.

20. Four Principles of Supervision
Positioning
position yourself to get the best possible view
activities requiring special supervision must have a carer nearby
never leave children unattended
Positioning
It is helpful if the service has a supervision plan that designates the general location for adult supervising indoors & outdoors. For example the person who is supervising in the craft area may also be responsible for supervising the bathroom.
Experiences that require intensive adult support should only be conducted when there a re sufficient numbers of adults to ensure proper supervision of other children.
It can also be helpful to let chn know that you can see them – this can sometimes help to modify rough or dangerous play.

21. Four Principles of Sun Protection
Shade
Sunscreen
Stay out of the sun during the hottest periods of the day
Sun protective clothing
Sun protection is both a health issue for children and an OHS issue for adults.
Policies and procedures in relation to sun protection are not negotiable and must always be followed at all times.

22. Four Principles of Sun Protection
Shade is the safest way to protect children from sun damage
Stay out of the sun during the hottest periods of the day increase outdoor play in the early morning or late afternoon
The best way to protect yourself & chn fro m skin damage from the sun is to stay out of the sun in the hottest part of the day.

23. Four Principles of Sun Protection
Sun protective clothing - wide brimmed style hats, shirt and covered shoulders
Sunscreen - should be used on the areas of the skin that cannot be protected by clothing. Apply 20 minutes before going outside.
Adults and chn should wear protective clothing & sunscreen – once damage is done to the skin it can’t be undone!

24. Responding to Emergencies and Accidents
Regardless of how well prepared you are, accidents and sickness can occur without warning, giving you no time to make alternative plans.
Procedures must be in place to respond to emergencies.
It is impossible to be totally prepared for all emergencies. The very nature of an ‘emergency’ makes it unpredictable and often causes other difficulties that cannot be anticipated.
Chn will look to you to protect them – you must remain calm

25. Responding to Emergencies and Accidents
Emergencies that may occur include:
Natural disasters such as flood, fire, earthquake, severe electrical dust storms
Power failures, gas leaks, cut to water supply
Spills of toxic materials on the roadside or release of toxic chemical into the atmosphere

26. Responding to Emergencies and Accidents
Emergencies that may occur include:
serious injury to a child
serious, sudden illness of a child
serious, sudden illness or accident of a carer
parent who presents as angry, abusive or under the influence of drugs or alcohol
child goes missing from the service
threat of an intruder to the service
Unfortunately emergency situations in a children’s service can situations other than natural disasters.
When planning for emergencies it is essential to think about situations where the centre must be evacuated or alternatively the centre must be locked down.
Accidents (where there are no external causes) or serious illness usually only involve 1 or perhaps 2 people and can generally be managed efficiently by remaining calm and following procedure.
Intruders or an abusive parent or a parent under the influence of alcohol or drugs can be difficult to manage unless a planned procedure is in place.

27. What to consider when devising an evacuation plan
Seek expert advice
Display plan prominently
Emergency numbers located near telephones and emergency evacuation plan
Carers fully trained in emergency procedure
Carers know the location of and how to use fire extinguishers and fire blankets
Identify at least two safe assembly points. EG: neighbour’s house, a shop, or a vacant outdoor space – this will depend on the geographic area in which the service is situated
In the event of a widespread emergency such as flooding or bushfire, it is likely that the assembly point will be nominated by the evacuation personnel.
alert emergency personnel of the need for assistance with transportation
Select and clearly mark exits from the building. Ensure that these are always kept clear. If back gates are kept locked, ensure a key is available.
Choose a route to the assembly location. Ideally the assembly point will be within easy walking distance.
Decide what signal will be used to alert everyone of the need to evacuate.
Discuss the procedure for getting children to the assembly point., for example having children holding on to a rope or holding hands.
Cont.

28. What to consider when devising an evacuation plan
Identify two escape routes
Identify two safe assembly areas
Know how to turn off utilities (gas)
Teach chidren to respond to a particular signal that is only used for emergencies such as a whistle
Teach older children “Stop, Drop and Roll” drill.
Have on hand a mobile trolley/cot that will fit through a standard doorway that infants and toddlers can be put into quickly and safely.
Remember
Chn will be frightened – they may forget the evacuation procedure, they may become frozen with fear and will need to be physically carried
Try to remain calm – the chn will look to you for comfort and protection

29. What to consider when devising an evacuation plan
All team members should be assigned specific roles as part of the preparation for emergencies.
A system needs to be place to account for all people, including children, carers and any parents, students and other people who may be visiting at the time of the emergency. (A visitor sign-in/out book will help with this task).
Acquire a mobile trolley/cot that will fit through a standard doorway and that infants and toddlers can be put into - children can quickly become immobilised by fear in an emergency situation, especially if the threat is visible.

30. What to consider when devising an evacuation plan
All parents should be made aware of the evacuation plan and advised to make a note of the locations and contact numbers which can be kept at home and at work.

31. Evaluation Assembly Point
What would you need to consider when determining an appropriate assembly point?
How would staff and children get to the assembly point?
Select assembly points. Identify at least two safe assembly points. A safe assembly area may be a neighbour’s house, a shop, or a vacant outdoor space – this will depend on the geographic area in which the service is situated
In the event of a widespread emergency such as flooding or bushfire where whole streets must be evacuated, it is likely that the assembly point will be nominated by the evacuation personnel.
It would be important to alert emergency personnel of the need for assistance with transportation and ensure that, where possible, a carer is transported with the children.

32. Emergency Kit What should an emergency evacuation kit contain?
Where should it be located?
Emergency Kit
first aid kit, flash light
note pad and pens
scissors, whistle
mobile telephone
spare car keys
daily attendance records of children, telephone numbers of parents
water, bottles, nappies etc.
telephone number of nominated person for emergency contact for carers,
telephone number for management, owner, sponsor and licensing authority are quickly accessible.
What else might you want to include in an emergency evacuation kit?