Many children of the television era, have grown up without quality physical
fitness in their life. So many children today lead a sedentary lifestyle, while eating
processed foods that lead to obesity. This has become an increasing problem for
today’s youth. Incorporating physical activity into a child’s everyday schedule is so
important for the following reasons...
1. Physical activity on a regular basis encourages good habits for life
2. It enhances the coordination of necessary skills that children are mastering
3. It is needed to balance food intake and metabolism, especially since we are
eating more processed foods, which have more calories than needed.
4. It helps in forming social relationships when done as a group
5. If physical activity is not done on a regular basis, it can lead to obesity, lethargy,
diabetes, heart disease and chronic illness (www.journal.naeyc.org)
Preschool children are mastering many important fine and gross motor skills at
this stage that are required for healthy development. Adults can help foster these skills
by incorporating daily movement and exercise into the child’s routine that encourages
fine and gross motor development. One of the key skills that children of this age are
mastering is balance. When a child has an opportunity to practice walking on a balance
beam or an incline board, they are using not only their leg muscles, but coordinating
their entire body to move in a specific way, so as not to fall. This incorporates using their
arms, legs, torso and cognitive abilities working together.
Another skill that preschoolers are mastering is jumping. Jumping may sound easy, but
using ones body in such a way as to get the entire body off the ground in one fluid
motion is a task that needs practicing. Jumping rope is wonderful for children of this age.
This activity incorporates the use of fine motor skills, to hold the rope in place; large
motor skills to move both legs off of the ground simultaneously; and the use of the
torso to keep the body in alignment.
A final skill that preschool children are mastering
is catching. This involves the use of the midsection or core of the body. When a child
throws a ball, they are using their upper body to direct the ball where they want it to
go. When they are catching, this involves moving their body into a position to catch
the ball and then using the upper body to grab and hold onto the ball. (Beyond the
Journal, Young children on the web March 2004)
Staying active is not just the job of the preschooler. It takes everyone to
teach children the importance of good health practices. “High–quality early
childhood education programs should provide a safe and nurturing environment that
promotes the physical, social, emotional, and cognitive development of young children,
while responding to the needs of families.” ( Bredekamp and Copple 1997) I believe
that this holds true on so many levels. Ensuring the health of children is everyone’s
job. It takes families and teachers working together to promote a healthy lifestyle. If
the teacher incorporates physical activity into the daily routine and curriculum, the
children will learn that being healthy and active is a part of life it is not an option.
Hopefully, the children will take the information home with them and utilize it as part
of their home life too. Parents are just as important, if not more so, in teaching children
good health habits. If parents are healthy and active, chances are the children will be too.
This way a child can learn to be healthy for their entire life.
About Me
- Stephanie
- As a wife, mother and teacher of young children, I feel it is important to educate not only the adults that work with young children, but the children themselves, about the importance of good health and nutrition practices. In my blogs, I will discuss many ways that one can incorporate healthy food choices, movement and fun into their daily lives, for a lifetime of good health for themselves and the children they work with.
Thursday, April 9, 2009
Monday, April 6, 2009
Nutrition and Recipes
Good nutrition is the foundation for a healthy lifestyle. In order to achieve this, one must be taught from an early age, how to choose the right foods and to eat properly in order to maintain a healthy body for life. “Good nutrition is essential to the rapid growth and development that occurs during a baby’s first year” (USDA Healthy Meals Resource System). Providing infants with the proper foods early on will set the stage for a lifetime of good eating habits. If infants learn that eating is fun and enjoyable, they will tend to not be picky eaters as toddlers. If they are provided many choices of foods they will eat better as they grow, and be more willing to eat a variety of foods.
In the toddler years, children are learning to self-feed using utensils and cups.
This is the age of exploration. Toddlers learn about their world and relationships through
mouthing things. If a caregiver is uptight and controlling during this time, a toddler will
learn that mealtime is stressful, and this will lead to eating problems. A caregiver must
allow toddlers time to explore and chances to be successful with feeding. A toddlers’ body is growing at a rapid rate during this time. Therefore, the caregiver must provide all of the essential food groups and nutrients to picky eaters at more frequent intervals throughout the day. This will ensure that the toddler samples a variety of foods and textures, and gets enough calories, even if they are being picky.
The preschool years are a time of independence. Preschoolers are capable of helping in food choices and preparation. If the caregiver enlists the aid of the preschooler in the planning and preparation of meals, this will teach the child that mealtime is a family job and one that he or she can help with. This is the ideal time to teach preschoolers about good nutrition and eating habits. The caregiver can incorporate learning about proper nutrition into the curriculum through books, puzzles and games.
Caregivers and parents are the “gatekeepers” in deciding which foods to offer and how often. Although children do know how much they need to eat and how to tell if they are full or not, it is ultimately the job of the caregiver to monitor the child’s food intake to avoid poor nutrition and eating habits. (USDA Healthy Meals Resource System)
Parents and caregivers have a tremendous influence on what children eat and how often. If caregivers model healthy eating patterns early on, children can learn to develop good eating habits for life. (Robertson, Cathie pg. 313) One way in which caregivers can model good eating habits is by providing a variety of healthy foods throughout the day for the child to sample. (See examples below) If the caregiver eats the same foods with the child, as in a family style setting, this shows the child that these foods are for everyone, not just kids. Another way that caregivers can model a healthy lifestyle is by exercising together. If the caregiver exercises on a regular basis, and provides activities that encourage body movement, the child learns to be active. Being active is an essential part of learning to be healthy and maintain a proper body weight. If the caregiver makes the task fun, as in providing movement games, the child learns that exercise can be fun.
Cooking together as a family is a great way to help children learn that cooking and eating is a fun and enjoyable experience that leads to a healthy lifestyle. The following are recipes that are nutritious and easy to prepare with children.
Breakfast Banana Boat (betterkidcare.psu.edu)
Ingredients: 1 small banana; 1 container low fat vanilla yogurt; ½ c toasted oat
Cereal; ¼ c seasonal fresh fruit such as strawberries, cut into pieces
Preparation: Wash hands. Have each child peel the banana and cut it into small
pieces using a plastic knife.
Place the banana pieces into a bowl, and top with the yogurt.
Sprinkle with the cereal and sliced fresh fruit.
Serves one: Nutrition information, 1 serving each, dairy and protein, 1 serving grains, 2 servings fruit.
Turkey club roll ups:
Ingredients: 1 small tortilla, 1 slice turkey, 2 slices microwave bacon, ¼ c low fat
shredded cheese, 1 slice lettuce, 1 Tablespoon low fat ranch dressing.
Preparation: Wash hands. Have the child spread the ranch dressing onto the tortilla, using a plastic spoon. Next, layer the turkey, lettuce, bacon and cheese onto the tortilla. Place in the microwave for 30 seconds,
or until cheese is melted.
Serves one: Nutritional information: 1 serving each, bread, dairy, vegetable, fat.
Two servings meat.
Orange couscous Salad: (Produce for Better Health Foundation:)
Ingredients: 1 pkg. whole wheat couscous; 1 tsp. Ground turmeric; pinch of black pepper; ¼ c chickpeas, drained; 1 can mandarin oranges,
drained; 1 sm. Onion, chopped; ¼ c raisins; orange zest; 1 tsp
lemon juice; 1 Tbsp. Olive oil; pinch of dry chives;
Preparation: Prepare couscous according to package directions; add turmeric &
Black pepper; cover;
In large bowl, combine chickpeas, oranges, onion and raisins; set
aside.
In a separate bowl, whisk together olive oil, orange zest, chives, and lemon juice.
Pour mixture over chickpeas mixture, and once mixed, fold in
Couscous.
Cover and refrigerate 1 hour.
Nutrition Information: 1 serving each, bread, fruit, vegetable, fat.
In the toddler years, children are learning to self-feed using utensils and cups.
This is the age of exploration. Toddlers learn about their world and relationships through
mouthing things. If a caregiver is uptight and controlling during this time, a toddler will
learn that mealtime is stressful, and this will lead to eating problems. A caregiver must
allow toddlers time to explore and chances to be successful with feeding. A toddlers’ body is growing at a rapid rate during this time. Therefore, the caregiver must provide all of the essential food groups and nutrients to picky eaters at more frequent intervals throughout the day. This will ensure that the toddler samples a variety of foods and textures, and gets enough calories, even if they are being picky.
The preschool years are a time of independence. Preschoolers are capable of helping in food choices and preparation. If the caregiver enlists the aid of the preschooler in the planning and preparation of meals, this will teach the child that mealtime is a family job and one that he or she can help with. This is the ideal time to teach preschoolers about good nutrition and eating habits. The caregiver can incorporate learning about proper nutrition into the curriculum through books, puzzles and games.
Caregivers and parents are the “gatekeepers” in deciding which foods to offer and how often. Although children do know how much they need to eat and how to tell if they are full or not, it is ultimately the job of the caregiver to monitor the child’s food intake to avoid poor nutrition and eating habits. (USDA Healthy Meals Resource System)
Parents and caregivers have a tremendous influence on what children eat and how often. If caregivers model healthy eating patterns early on, children can learn to develop good eating habits for life. (Robertson, Cathie pg. 313) One way in which caregivers can model good eating habits is by providing a variety of healthy foods throughout the day for the child to sample. (See examples below) If the caregiver eats the same foods with the child, as in a family style setting, this shows the child that these foods are for everyone, not just kids. Another way that caregivers can model a healthy lifestyle is by exercising together. If the caregiver exercises on a regular basis, and provides activities that encourage body movement, the child learns to be active. Being active is an essential part of learning to be healthy and maintain a proper body weight. If the caregiver makes the task fun, as in providing movement games, the child learns that exercise can be fun.
Cooking together as a family is a great way to help children learn that cooking and eating is a fun and enjoyable experience that leads to a healthy lifestyle. The following are recipes that are nutritious and easy to prepare with children.
Breakfast Banana Boat (betterkidcare.psu.edu)
Ingredients: 1 small banana; 1 container low fat vanilla yogurt; ½ c toasted oat
Cereal; ¼ c seasonal fresh fruit such as strawberries, cut into pieces
Preparation: Wash hands. Have each child peel the banana and cut it into small
pieces using a plastic knife.
Place the banana pieces into a bowl, and top with the yogurt.
Sprinkle with the cereal and sliced fresh fruit.
Serves one: Nutrition information, 1 serving each, dairy and protein, 1 serving grains, 2 servings fruit.
Turkey club roll ups:
Ingredients: 1 small tortilla, 1 slice turkey, 2 slices microwave bacon, ¼ c low fat
shredded cheese, 1 slice lettuce, 1 Tablespoon low fat ranch dressing.
Preparation: Wash hands. Have the child spread the ranch dressing onto the tortilla, using a plastic spoon. Next, layer the turkey, lettuce, bacon and cheese onto the tortilla. Place in the microwave for 30 seconds,
or until cheese is melted.
Serves one: Nutritional information: 1 serving each, bread, dairy, vegetable, fat.
Two servings meat.
Orange couscous Salad: (Produce for Better Health Foundation:)
Ingredients: 1 pkg. whole wheat couscous; 1 tsp. Ground turmeric; pinch of black pepper; ¼ c chickpeas, drained; 1 can mandarin oranges,
drained; 1 sm. Onion, chopped; ¼ c raisins; orange zest; 1 tsp
lemon juice; 1 Tbsp. Olive oil; pinch of dry chives;
Preparation: Prepare couscous according to package directions; add turmeric &
Black pepper; cover;
In large bowl, combine chickpeas, oranges, onion and raisins; set
aside.
In a separate bowl, whisk together olive oil, orange zest, chives, and lemon juice.
Pour mixture over chickpeas mixture, and once mixed, fold in
Couscous.
Cover and refrigerate 1 hour.
Nutrition Information: 1 serving each, bread, fruit, vegetable, fat.
Childcare Emergencies
Childcare emergencies: CPR and Choking
Often times, when dealing with young children, you may find yourself in an emergency that requires the knowledge of CPR and first aid. Knowing what to do, in order to help the child and remain calm, is the key to saving a life. In the following scenario, a 4 year old in a day care setting, has choked on a piece of food at snack. I will outline the proper steps one must take, in order to help the child.
First, make sure that the area around the child is safe. This requires moving other
children and objects away from the choking child. Next, ask the child “are you ok, can you talk?” Usually a child this age does not know what choking is, but if you ask them to talk or cough, they can understand you. If the child can cough loudly or make slight sounds stand by and let them try to work it out. If they cannot breathe, have a quiet cough or cannot make a sound, then start the Heimlich maneuver. For any child over the age of one year, the following steps should be taken.
1. Kneel or stand firmly behind the child and wrap your arms around them, so that
your hands are in front.
2. Make a fist with one hand
3. Put the thumb side of your fist slightly above the belly button, but well below the
breastbone.
4. Grasp the fist with your other hand and give quick upward thrusts into their belly.
5. Continue this process until the object becomes dislodged, and the victim can speak or
talk or until the victim becomes unconscious.
(American Heart Association, “Family & Friends CPR” 2006)
If the object cannot be removed, eventually the victim will become unconscious. If this happens; the next scenario will explain how to handle the situation.
The same four-year-old child has choked, and the childcare worker is unable to get the food out. The child becomes weak and falls to the ground. The following steps must be taken.
Yell for help and assign another adult to call 911.
Turn the child face up on a firm, flat surface.
Open the airway by putting two fingers under the child’s chin to lift it and tilting the head back.
Check to see if the child is breathing, by listening for 5-10 seconds. If they are not breathing, pinch their nose and give two quick breaths. Watch for the chest to rise.
Quickly, remove any clothing that is restricting and start chest compressions.
Push straight down 1/3-1/2 the depth of the chest. If the child is very small, you
may only need to use one hand.
Continue at a rate of 30 compressions and 2 breaths. Every time you open the
airway to do breaths, check for the item that was choked on.
Continue this sequence until the victim responds, or until help arrives.
(American Heart Association “Family & Friends CPR 2006”)
If childcare workers are properly trained in first aid and CPR, it greatly reduces the risk of serious injury to a child in their care. Being prepared for an emergency allows the childcare worker to remain calm, think clearly, and delegate responsibility to other staff members so they can help the child or children involved. This will keep the children from panicking, and allow for a safe environment for everyone. Following these steps, along with having access to an updated first aid kit, and emergency contact information on each child, ensures that the situation will be handled in the most efficient way possible.
Often times, when dealing with young children, you may find yourself in an emergency that requires the knowledge of CPR and first aid. Knowing what to do, in order to help the child and remain calm, is the key to saving a life. In the following scenario, a 4 year old in a day care setting, has choked on a piece of food at snack. I will outline the proper steps one must take, in order to help the child.
First, make sure that the area around the child is safe. This requires moving other
children and objects away from the choking child. Next, ask the child “are you ok, can you talk?” Usually a child this age does not know what choking is, but if you ask them to talk or cough, they can understand you. If the child can cough loudly or make slight sounds stand by and let them try to work it out. If they cannot breathe, have a quiet cough or cannot make a sound, then start the Heimlich maneuver. For any child over the age of one year, the following steps should be taken.
1. Kneel or stand firmly behind the child and wrap your arms around them, so that
your hands are in front.
2. Make a fist with one hand
3. Put the thumb side of your fist slightly above the belly button, but well below the
breastbone.
4. Grasp the fist with your other hand and give quick upward thrusts into their belly.
5. Continue this process until the object becomes dislodged, and the victim can speak or
talk or until the victim becomes unconscious.
(American Heart Association, “Family & Friends CPR” 2006)
If the object cannot be removed, eventually the victim will become unconscious. If this happens; the next scenario will explain how to handle the situation.
The same four-year-old child has choked, and the childcare worker is unable to get the food out. The child becomes weak and falls to the ground. The following steps must be taken.
Yell for help and assign another adult to call 911.
Turn the child face up on a firm, flat surface.
Open the airway by putting two fingers under the child’s chin to lift it and tilting the head back.
Check to see if the child is breathing, by listening for 5-10 seconds. If they are not breathing, pinch their nose and give two quick breaths. Watch for the chest to rise.
Quickly, remove any clothing that is restricting and start chest compressions.
Push straight down 1/3-1/2 the depth of the chest. If the child is very small, you
may only need to use one hand.
Continue at a rate of 30 compressions and 2 breaths. Every time you open the
airway to do breaths, check for the item that was choked on.
Continue this sequence until the victim responds, or until help arrives.
(American Heart Association “Family & Friends CPR 2006”)
If childcare workers are properly trained in first aid and CPR, it greatly reduces the risk of serious injury to a child in their care. Being prepared for an emergency allows the childcare worker to remain calm, think clearly, and delegate responsibility to other staff members so they can help the child or children involved. This will keep the children from panicking, and allow for a safe environment for everyone. Following these steps, along with having access to an updated first aid kit, and emergency contact information on each child, ensures that the situation will be handled in the most efficient way possible.
Disaster Preparedness
Disaster can strike anyone, anywhere, at anytime. When one works with young children in a group setting, one must be prepared to handle any sort of crisis or emergency that might arise. Two disaster scenarios that I would like to focus on are fires and floods.
Living in the Northeast, with the unpredictable weather patterns that occur, flash floods can happen at anytime due to heavy rains or rapidly melting snow. The dangers posed by these floods can cause damage in many ways. One way, is that roads can flood in an instant, trapping cars and pedestrians. The other way which I will focus on, is in a childcare environment. If there is a flood watch or warning in the vicinity, floods could enter a childcare building causing damage to electrical and heating units, and unlocking the potential for a fire. In order to avoid this situation, one must assess the risks involved, and be prepared to handle the emergency. To assess the risks, a childcare worker should listen closely to the radio or television for flood updates. A flood WATCH means a flood is possible in your area. A flood WARNING means flooding is already occurring or will occur soon, in your area.
The same goes for FLASH FLOOD WARNINGS AND FLASH FLOOD WATCHES (www.redcross.org)
The Red Cross website (www.redcross.org), suggests the following measures to be taken to prepare for floods. (I have added extra precautions for childcare settings)
1. Know what to expect. You can do this by knowing the flood risks, listening to radio alerts for updates, and being alert to the possibility of a flood.
2. Reduce potential flood damage by raising the furnace, water heater and electrical panels above the ground, if possible, to avoid a fire. Know how to turn off utilities in the building.
3. Prepare a disaster plan. Have an emergency evacuation plan for the building. Keep documents, in a watertight container, and have children’s records and family contact information, in an area that is accessible, so they can be taken with you in an evacuation situation.
4. Have a safe area, away from water, preferably on high ground, that is designated for evacuation where everyone can meet, and if possible, parents can pick up their children.
Carry cell phones or walkie-talkies with you to contact each other.
One of the best ways to prepare for any emergency is to conduct regular drills. This allows the children to become familiar with the signs and sounds of an emergency, to avoid panic, and to know what to do. The childcare workers should not only conduct regular drills, but also incorporate the emergency into the curriculum. The more informed the children and families are, the less scary it becomes for them.
Preparing for a fire emergency, involves many of the same steps as in preparing for floods.
The first thing to develop is an emergency plan, along with policies, for exiting the building safely. The plan should include the following...
1. Have an emergency supply kit that contains the following...
First Aid kit with children's medications
Snacks
Emergency packet for each child that contains contact and personal information.
A map of the building, that includes exit doors and windows, where the fire extinguisher is
kept, the utility room, and the office where the records are kept.
Plan two different exits from the building and make sure that they are marked “FIRE EXIT”
Test smoke alarms once a month
Conduct monthly fire drills
Know how to use a fire extinguisher
Plan different exit strategies for infants and toddlers, this may involve the use of a fire crib
Teach the children to “stop, drop, and roll”
Familiarize the children with Firefighters, and include lessons in the curriculum
Have a designated safe spot where everyone can meet after evacuating. Involve the parents
to let them know where to pick up their children, and possibly designate a parent helper to assist with the evacuation procedures.
(Robertson, Cathie 2007)
Disaster can strike at any time, without warning. If one is prepared, and has conducted the
appropriate drills, the likelihood of everyone surviving an emergency is possible. The key is to try to remain calm, so that everyone involved gets out quickly and safely.
Living in the Northeast, with the unpredictable weather patterns that occur, flash floods can happen at anytime due to heavy rains or rapidly melting snow. The dangers posed by these floods can cause damage in many ways. One way, is that roads can flood in an instant, trapping cars and pedestrians. The other way which I will focus on, is in a childcare environment. If there is a flood watch or warning in the vicinity, floods could enter a childcare building causing damage to electrical and heating units, and unlocking the potential for a fire. In order to avoid this situation, one must assess the risks involved, and be prepared to handle the emergency. To assess the risks, a childcare worker should listen closely to the radio or television for flood updates. A flood WATCH means a flood is possible in your area. A flood WARNING means flooding is already occurring or will occur soon, in your area.
The same goes for FLASH FLOOD WARNINGS AND FLASH FLOOD WATCHES (www.redcross.org)
The Red Cross website (www.redcross.org), suggests the following measures to be taken to prepare for floods. (I have added extra precautions for childcare settings)
1. Know what to expect. You can do this by knowing the flood risks, listening to radio alerts for updates, and being alert to the possibility of a flood.
2. Reduce potential flood damage by raising the furnace, water heater and electrical panels above the ground, if possible, to avoid a fire. Know how to turn off utilities in the building.
3. Prepare a disaster plan. Have an emergency evacuation plan for the building. Keep documents, in a watertight container, and have children’s records and family contact information, in an area that is accessible, so they can be taken with you in an evacuation situation.
4. Have a safe area, away from water, preferably on high ground, that is designated for evacuation where everyone can meet, and if possible, parents can pick up their children.
Carry cell phones or walkie-talkies with you to contact each other.
One of the best ways to prepare for any emergency is to conduct regular drills. This allows the children to become familiar with the signs and sounds of an emergency, to avoid panic, and to know what to do. The childcare workers should not only conduct regular drills, but also incorporate the emergency into the curriculum. The more informed the children and families are, the less scary it becomes for them.
Preparing for a fire emergency, involves many of the same steps as in preparing for floods.
The first thing to develop is an emergency plan, along with policies, for exiting the building safely. The plan should include the following...
1. Have an emergency supply kit that contains the following...
First Aid kit with children's medications
Snacks
Emergency packet for each child that contains contact and personal information.
A map of the building, that includes exit doors and windows, where the fire extinguisher is
kept, the utility room, and the office where the records are kept.
Plan two different exits from the building and make sure that they are marked “FIRE EXIT”
Test smoke alarms once a month
Conduct monthly fire drills
Know how to use a fire extinguisher
Plan different exit strategies for infants and toddlers, this may involve the use of a fire crib
Teach the children to “stop, drop, and roll”
Familiarize the children with Firefighters, and include lessons in the curriculum
Have a designated safe spot where everyone can meet after evacuating. Involve the parents
to let them know where to pick up their children, and possibly designate a parent helper to assist with the evacuation procedures.
(Robertson, Cathie 2007)
Disaster can strike at any time, without warning. If one is prepared, and has conducted the
appropriate drills, the likelihood of everyone surviving an emergency is possible. The key is to try to remain calm, so that everyone involved gets out quickly and safely.
Safety Practices and Policies for use in the Preschool Classroom
Safety Practices and Policies for use in The Preschool Classroom:
In every early childhood environment, whether at home or at school, there is always the
potential for accidents to occur due to neglect, unsafe areas, or lack of knowledge about safe practices.
In this article, I will focus on five potentially hazardous situations in the preschool environment, safety policies and measures that should be taken at home and at school to prevent such situations, and ways to educate families and the community on safe practices.
Preschoolers have many developmental attributes that can lead them to get involved in dangerous situations. They are very egocentric, everything and everybody in his or her
world, should revolve around them. They have an invincible attitude, where they believe they can do anything. This usually manifests itself on the playground, when the preschool child attempts to jump off the top of the climber, without fear, because they saw their favorite T.V.
character attempt a similar jump, and come out fine. They do not know the difference between reality and fantasy. Everything is real to them, and they take things literally. If the librarian, who is a stranger, was kind and helped them find a book, then all strangers must be kind.
(Robertson, Cathie 2006)
To avoid such dangerous situations, a preschool environment must have in place, safe practices and policies that everyone, children, parents and staff, must be familiar with
and abide by. These should be clearly stated, written, and posted in an area that is accessible to all. There should be ongoing education and practice in the school, to ensure that safety is maintained at all times. Teachers should include in their curriculum, teaching about the dangers of strangers, playground safety and how to stay safe at home. Parents should be made aware of the schools safety practices, and encouraged to use the same rules at home. Parents should
also be the main person to teach their child about strangers, and what to do if a stranger approaches a child.
A child’s environment is another place where accidents could happen. If their school, or home is in an urban or neglected area, there is always a risk of unsafe incidents that could cause harm. Needles, debris, glass, poisons, or other objects in a home or on the street, could seriously
injure a child. Schools should maintain locks on first aid cabinets to avoid accidental poisoning, and make daily logs to check school and playground safety. To avoid such dangers at home, educators should do home visits to monitor the safety of the child’s living environment. If there are dangers found, they should be brought to the attention of the parent(s), and measures should be taken to make the environment safer. This could involve making a checklist for the parent(s) to follow, and possibly, having the child help. Another idea could be to organize a community clean up day to get the community involved in keeping the area clean and safe for all.
A third area that causes harm to children is related to behavior. If a child lives in a home with violence, there is a direct threat to his or her well-being. This could happen in two ways. Either the child is the recipient of the violence, such as in abuse cases or they could be the witness to it which could lead the child to violent behavior at school. In either situation, the teacher must
be on the lookout for signs of abuse, and keep a log of incidents, or observations involving the child. The log is critical to record the frequency and type of the incident, and the time frame for such. Maybe the child’s family is going through a rough time at home, and the child feels
safe enough at school to act out his or her aggression. In this case, the teacher should help the child work through their feelings, by modeling proper behaviors, and offering a safer way to get their aggression out. If there is abuse involved, the teacher must report it to the authorities,
using the log as proof, and follow up with the family. If an abusive situation is found at home, the teacher is responsible for helping the family access proper services.
Another area of danger involves toy safety. Although most preschoolers have moved beyond the stage of putting toys into their mouths, there are still dangers that occur with toys. These dangers could be brought on by toys that are not age appropriate. In this case a toy might be too difficult for a child to manipulate, which could lead to the malfunction of the toy, causing injury to the child or someone else. Another area is with the use of art materials. Some art supplies, such as paints are toxic if eaten or left on the skin. A teacher should always use
non-toxic paint and art supplies, and model the appropriate use of them. Teachers should also make sure that toys are not made with hazardous materials such as lead, and always check for toy recalls on parenting websites. To ensure that children are safe at home, teachers could send out a handout to parents, informing them about toy safety. Children could help their parents, by reinforcing school practices at home.
Lastly, I feel that the most important thing that we as parents and educators can do to ensure the safety of our children, is to make sure that all of their basic needs are met. A child has six main areas of basic needs. Each builds upon the other, to make the child whole. These needs start with the basics, for food, shelter and clothing. They then move on to safety and security, love and friendship, social needs, and self esteem. If any of these areas are neglected or not being met for a child, there is always a risk of injury to the child’s well being. (Robertson, Cathie, 2006)
We as educators are responsible for ensuring that we do everything that we can, to help the whole child. This involves getting the parents, community, and educators to work together to create safe environments at home and at school and following up to make sure needs are being met. If we work together as a team, the likelihood of injuries to children will hopefully decrease and we can watch as our children thrive as individuals.
References: Robertson, Cathie, Safety Nutrition, & Health
in Early Education
In every early childhood environment, whether at home or at school, there is always the
potential for accidents to occur due to neglect, unsafe areas, or lack of knowledge about safe practices.
In this article, I will focus on five potentially hazardous situations in the preschool environment, safety policies and measures that should be taken at home and at school to prevent such situations, and ways to educate families and the community on safe practices.
Preschoolers have many developmental attributes that can lead them to get involved in dangerous situations. They are very egocentric, everything and everybody in his or her
world, should revolve around them. They have an invincible attitude, where they believe they can do anything. This usually manifests itself on the playground, when the preschool child attempts to jump off the top of the climber, without fear, because they saw their favorite T.V.
character attempt a similar jump, and come out fine. They do not know the difference between reality and fantasy. Everything is real to them, and they take things literally. If the librarian, who is a stranger, was kind and helped them find a book, then all strangers must be kind.
(Robertson, Cathie 2006)
To avoid such dangerous situations, a preschool environment must have in place, safe practices and policies that everyone, children, parents and staff, must be familiar with
and abide by. These should be clearly stated, written, and posted in an area that is accessible to all. There should be ongoing education and practice in the school, to ensure that safety is maintained at all times. Teachers should include in their curriculum, teaching about the dangers of strangers, playground safety and how to stay safe at home. Parents should be made aware of the schools safety practices, and encouraged to use the same rules at home. Parents should
also be the main person to teach their child about strangers, and what to do if a stranger approaches a child.
A child’s environment is another place where accidents could happen. If their school, or home is in an urban or neglected area, there is always a risk of unsafe incidents that could cause harm. Needles, debris, glass, poisons, or other objects in a home or on the street, could seriously
injure a child. Schools should maintain locks on first aid cabinets to avoid accidental poisoning, and make daily logs to check school and playground safety. To avoid such dangers at home, educators should do home visits to monitor the safety of the child’s living environment. If there are dangers found, they should be brought to the attention of the parent(s), and measures should be taken to make the environment safer. This could involve making a checklist for the parent(s) to follow, and possibly, having the child help. Another idea could be to organize a community clean up day to get the community involved in keeping the area clean and safe for all.
A third area that causes harm to children is related to behavior. If a child lives in a home with violence, there is a direct threat to his or her well-being. This could happen in two ways. Either the child is the recipient of the violence, such as in abuse cases or they could be the witness to it which could lead the child to violent behavior at school. In either situation, the teacher must
be on the lookout for signs of abuse, and keep a log of incidents, or observations involving the child. The log is critical to record the frequency and type of the incident, and the time frame for such. Maybe the child’s family is going through a rough time at home, and the child feels
safe enough at school to act out his or her aggression. In this case, the teacher should help the child work through their feelings, by modeling proper behaviors, and offering a safer way to get their aggression out. If there is abuse involved, the teacher must report it to the authorities,
using the log as proof, and follow up with the family. If an abusive situation is found at home, the teacher is responsible for helping the family access proper services.
Another area of danger involves toy safety. Although most preschoolers have moved beyond the stage of putting toys into their mouths, there are still dangers that occur with toys. These dangers could be brought on by toys that are not age appropriate. In this case a toy might be too difficult for a child to manipulate, which could lead to the malfunction of the toy, causing injury to the child or someone else. Another area is with the use of art materials. Some art supplies, such as paints are toxic if eaten or left on the skin. A teacher should always use
non-toxic paint and art supplies, and model the appropriate use of them. Teachers should also make sure that toys are not made with hazardous materials such as lead, and always check for toy recalls on parenting websites. To ensure that children are safe at home, teachers could send out a handout to parents, informing them about toy safety. Children could help their parents, by reinforcing school practices at home.
Lastly, I feel that the most important thing that we as parents and educators can do to ensure the safety of our children, is to make sure that all of their basic needs are met. A child has six main areas of basic needs. Each builds upon the other, to make the child whole. These needs start with the basics, for food, shelter and clothing. They then move on to safety and security, love and friendship, social needs, and self esteem. If any of these areas are neglected or not being met for a child, there is always a risk of injury to the child’s well being. (Robertson, Cathie, 2006)
We as educators are responsible for ensuring that we do everything that we can, to help the whole child. This involves getting the parents, community, and educators to work together to create safe environments at home and at school and following up to make sure needs are being met. If we work together as a team, the likelihood of injuries to children will hopefully decrease and we can watch as our children thrive as individuals.
References: Robertson, Cathie, Safety Nutrition, & Health
in Early Education
As a wife, mother and teacher of young children, I feel it is important to educate not only the adults that work with young children, but the children themselves, about the importance of good health and nutrition practices. In my blogs, I will discuss many ways that one can incorporate healthy food choices, movement and fun into their daily lives, for a lifetime of good health for themselves and the children they work with.
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