1、 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 pr
2、esent 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? Wh
3、o 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 Del
4、mar 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 sa
5、fety 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
6、 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
7、 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 environmentshomes In-home early childhood education environments (nannies), 2007 by Thomson Delmar Learning,Structurin
8、g 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 chil
9、dhood education environments liabilities safety hazards, conditions, and behaviors the childs family environment safe at-risk, 2007 by Thomson Delmar Learning,Structuring Safe Environments (continued),Maslows hierarchy of needs food, shelter, clothing safety and security love, friendship self-esteem
10、 self-actualization, 2007 by Thomson Delmar Learning,Reality CheckChild 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
11、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),E
12、arly 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 oc
13、curred? 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 TriadAccessory How?Child at-risk,Injury Prevention Management,Behavior Why?,Condition Where?/ When?, 2007 by Thomson Delmar Learning,Accessory,
14、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
15、, 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 le
16、vel 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, diversio
17、n, 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
18、Learning,Reality CheckBullying 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,
19、Reality CheckBullying 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
20、 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 CheckBullying in the Early Childhood Education Environment (continued),Children may also be overwhelmed in their lives by a loss or change Pr
21、eschoolers who watch 3 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
22、an indirect, relational form of bullying, 2007 by Thomson Delmar Learning,Reality CheckBullying 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
23、 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,
