Safety Practices and Policies

Safety Practices and Policies

           

The preschool age group consist of children between the ages of three years to five years. In this age group children are better developed in the use of their motor and language skills, able to explore their environment in more depth, and sometimes express overconfidence in their abilities. These factors can produce potential for the following hazardous situations:

1.      Falls. Children in this age group are developing control over their developing motor skills and are able to run faster, jump farther and climb higher through their increased gross and fine motor development. This newfound talent may increase the level of this type of physical activity seen in the classroom and home environments. Since children at this age are still working on controlling their balance and agility, the chance for serious falls are great. It is important to set safety rules for both indoor and outdoor play. Indoors children should not be allowed to climb on furniture, run through the classroom (to avoid crashes with their classmates or classroom equipment) or have unsupervised access to stairs. The space indoors is closer and full of learning and play equipment that could pose serious risk. Outdoors children should be directed towards age appropriate playground equipment and closely supervised and monitored on climbing apparatuses that require them to be a substantial distance from the ground (Robertson, pgs. 132-136).

2.      Wandering. Children in this age group are able to move fast and quietly. They are now able to explore their environment with more depth and most times still lack a sense of danger or fear. Due to these factors, the chance for a child to wander or sneak off when a teacher or parent is occupied is higher. In this environment it is of the utmost importance that a teacher (or parent) be able to multitask and constantly scan their environment for changes. Keeping a head count of each child every thirty minutes and using safety gates to control access to exits are both good ways to account for all children in care. Outdoors having teachers stationed at opposite ends of the playground so that the area can be seen from all angles is also another good method. For parents at home, having an enclosed area that is not able to be exited or entered without adult supervision can help limit the chances for disappearance. Also, being able to have a full view of your child’s outdoor play area is also essential in reducing the chance of disappearance. I believe it is a parent and teacher’s greatest fear and can be limited if the necessary safety precautions are taken.

3.      Electrical Shock. Electrical outlets are everywhere in the classroom and the home. Most often they are directly in the eyesight of a preschool child. Now in the mastery/exploration stage, they are inquisitive about how things work and what makes them work. Seeing objects being plugged in an out of a wall, watching lights turn on and off and the need for oral exploration are all shock hazards in this age group. It is very important that we limit a child’s exposure or draw a child’s attention to these objects. Never unplug an object or plug in an object in the direct observation of an inquisitive child. Always make sure that outlets that are not being used are covered with hard to manipulate outlet covers (Robertson, pg.85). Using covers that slide closed when an object is unplugged is an even better way to reduce the risk of shock. Make sure that all plugs (to radios, headphones and computers) are unplugged from the wall when not in use. There was once a locally reported case of a child being electrically shocked by putting a computer adapter into their mouth because it was disconnected from the computer and laying on the floor (but still plugged in to the wall). Electrical shock is very damaging if not fatal to the internal organs of the body. Reducing a child’s exposure to such risk is essential in the care of children.

4.      Poisoning & Burns. Preschool children have not yet learned to read and do not know what bleach, dish detergent and pesticides are. They explore much by touch and taste at this level of development and it is very important that you check your environment for potential risk to poisonous materials and chemicals. All chemicals that are toxic in nature to a child should be kept in a child proof locked cabinet and preferably out of reach. Toxic chemicals should not be used when the children are around or on surfaces that they come in contact with on a daily basis. This includes the use of Lysol. Though it is a popular disinfectant, it is still hazardous if ingested and should only be used after the children are gone for the day where it has the appropriate amount of time to dry. Also keep light fixtures out of reach of children. Light bulbs can be very hot and can cause a potential burn hazard to children. Putting safety locks and eye covers on stoves, using screens to block access to fireplaces or furnaces, and reducing the water temperature are also ways to reduce the risk of burn injuries involving children (Robertson, pgs. 82-93).

5.      Bullying. Preschool children are now at an age where they can pick and choose friends, understand simple social structure and feed on adult conversations. It is very important that we, as adults, model good behaviors for our developing children. Children watch the way we treat others, listen to the things that we say about others and imitate the actions that they see towards others. Children who witness violence as a means of problem resolution often act out in violence against others. It is during this age that they are beginning to learn how to deal with the world around them. Also, children who feel neglected seek out the attention that they desire in positive or negative ways. Make sure to watch what you say in regards to others when children are present. Try to model positive conflict resolution in tense situations and always reinforce the concepts of kindness, selflessness, and ambiguity. One way to do this is to encourage community service in young children. Let them help pack lunches for the homeless, or take them to play with or write to children who are sick or less fortunate. It is never too early to have a socially conscious child. Remember, children do as you do, and not always as you say.

REFERENCES

Robertson, C. (2010). Safety, Nutrition and Health in Early Education. Fourth Edition Belmont,CA: Wadsworth.