Safety Practices and Policies

Safety in Early Childhood Environments
Kimberly D. Brannon
Walden University













EDUC-1005-2
Professor Erin Eissler
June 10, 2010

Safety in Early Childhood Environments
There are many potential safety hazards that can occur in the preschool environment. However, with education, training, and awareness, both teachers and parents can work together to create a safe and fun environment with minimal risk for the children.
Parents should be aware of the possible environmental and structural safety risk factors when they are choosing a preschool. Facilities should be located on a well-drained site, free from hazards and in areas that are protected from: high air pollution, loud or constant noises, heavy traffic, unsafe buildings, deep excavations, radiation hazards, radon hazards, pits, and any other unsafe or harmful environmental elements (NRC kids, 2002).
Playtime in a preschool environment can pose potential hazards that could lead to injury. One hazard is the impulsiveness of this age group. Children have a tendency to test their limits and this is when injury could occur. Boys are more likely than girls to engage in safety risk behaviors (Robertson, 2010, p. 62). Their thought processes may come second to their display of physical mastery, which can lead to harm (p.89). The teacher can conduct an overall outdoor inspection for safety with checklists that are created for this particular preschool environment (p. 67). Also, being knowledgeable of a preschoolers’ cognitive development at this age can help alleviate risky situations (p. 62). It is important for a teacher to watch the children in the environment and be aware and alert at all times. Activities for preschoolers’ should be developmentally appropriate and not present risk in and of themselves (p.62). Teachers should have full knowledge of policies and procedures. They can utilize role modeling for educating children on proper safety when they play. Using education, role modeling, and communication, the teacher can help parents learn how to provide their children with a safe and secure home environment (p.63).
Some indoor hazards in an early childhood environment are falls, choking, burns, drowning, and poisoning (p. 82). It is important to apply the ABC’s of injury risk and to educate the parents on this information. This can help both the teachers and parents become aware of the importance of anticipating, modifying, and monitoring the environment. Through awareness of accessories, the known factor of the hazard, this can lead to prevention methods (p.61). Also, because behavior is the leading cause of injury, preschoolers need to be closely supervised due to their immaturity in decision making (p. 61). Finally, condition, or circumstances pertaining to an injury, can be addressed through awareness and communication with parents (p. 64).
Cleaning products can be a potential risk. This can be improved upon by providing “green” products, which are also environmentally friendly (p.85). Cleaning products should be kept out of reach and labeled properly. Teachers can educate children on what the labels mean and the potential harm they can cause (p.85). There should be a written safety policy for these types of products and should be communicated to parents. Parents should be made aware of the dangers and advised on what they can do at home (p.85).
Falls are a potential hazard for preschoolers. Falls from playground equipment are the leading cause of injury in early childhood education environments (p.130). This age group is coordinated and fast and can do almost any physical activity (p.89). Their environment should have only safe, sturdy equipment that is in good repair. Teachers should always supervise preschoolers to help protect them from falls. Teachers can teach preschool children preventative measures to help them to anticipate hazards. A check-list for outdoor equipment is a good way to find out if it is safe or a potential hazard (p.89). Outdoor play should take place in an environment that provides adequate shade, has a fence or appropriate barriers, and have equipment that is age appropriate. Also, it is important to have the right amount of space for active preschoolers to play in (p.142).
Teachers can help preschoolers become aware of the possible potential for danger in the outdoor environment by teaching the children safe behaviors and how to use safety devices that can protect them such as signs that indicate caution must be used (p. 162). Teachers can bring awareness to families by having promotions such as outdoor safety awareness week. Also, by providing families with safety handouts, take home videos, and group meetings, the teacher can educate families of the hazards of the outdoor environment (p.162).
For my future classroom, I want to work with the families and provide the education and training necessary to minimize the risk for injury to the children. I feel this can be achieved through continuous communication with families, working together with families and their children, and having policies and procedures in place and practiced on a daily basis.

References
NRC (2002). National Resource Center for Health and Safety in Child Care and Early Education: Caring For Our Children. Retrieved June 9, 2010 from, http://nrckids.org/CFOC/index.html
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning