Increased physical activity has been associated with an increased life expectancy and decreased risk of cardiovascular disease. Physical activity produces overall physical, psychological and social benefits. Inactive children are likely to become inactive adults. (www.americanheart.org/presenter.) Physical activity is important in young children to improve child fitness in health-related and skills-related, controlling weight, reducing blood pressure, reducing the risk of diabetes and improve psychological well being.
Preschoolers involved in physical activities are working on their developmental skills such as running, hopping, walking, skipping, or climbing, and jumping. These physical activities come natural to most preschoolers and school-age children. (Robertson, p. 267) It is also important that children work on throwing, catching, and kicking. These types of activities can help children build endurance, flexibility and strength. Preschoolers should have at least one hour of structured play that allows for movement and physical activity, children can mastery these skills by doing them consistently on a daily routine.
Children may develop a lot of health issues as a result of lack of physical fitness. Children may become obese as a result of lack of physical fitness. When a child becomes obesity, it is a condition where excess body fat affects their health or well-being. Children are usually emotional or may have bad mood swings; this may cause them to be unable to focus in school. Childhood obesity can lead to diabetes, high blood pressure, heart disease, and sleep problems. Children may also become overweight as a result of lack of physical activities. When a child is overweight, it may also cause harm to preschoolers and school age children, they may become type 2 diabetes, develop high blood pressure, high cholesterol, asthma and other breathing problems. Children who are overweight are more susceptible to eating disorders and are more likely to develop depression, constant teasing and low self-esteem. It is important to involve toddlers, preschoolers, and school age children in physical activities. A child’s self-esteem maybe impacted by showing and providing children love and encouraging them to become involve in physical activities. (www.athealth.com/consumer/disorders) Adults can help preschoolers and school age children develop good fitness habits by playing games with them. Teachers may add physical components such as playing musical chairs, or even moving chairs around. Children should have plenty of room to move their bodies, so they can be more physically active. Teachers should encourage children to take an active part in the playground area such as swinging on the swings or jumping on trampolines and playing ball. When a child is swinging, it allows them to use their muscles in both their arms and legs allowing them to move them back and forth. Children who jumps on a trampoline, allows themselves to use their muscles in their legs back and forth, jumping up and down and it allows them to use their locomotor skills. Playing ball on the playground allows preschoolers to use manipulative and shows action by throwing and catching the ball. (www.extension.iastate.edu/)
In conclusion, one inspirational, quote that captures my attitude about fostering children’s healthy growth and development is to be supportive, help children to accept and feel good about them by supporting, accepting, and encouraging them, regardless of their body size and shape. Build self-esteem by praising each child’s strengths. A positive impact that physical activity have on children’s health is that it will help children to build motor skills, learn about physical fitness, and lay the ground work for a healthy active lifestyle as children become adults.
References
Robertson, C. (2007). Safety, Nutrition, and Health in Early Education. Belmont, CA
Retrieved October 9, 2007 from (www.americanheart.org/presenter)
Retrieved October 9, 2007 from (www.athealth.com/consumer/disorders)
Retrieved October 9, 2007 from (www.extension.iastate.edu/)
.
Tuesday, October 13, 2009
Proper Nutritrition for children
Proper nutrition for early childhood education is important to the overall well being and development of children. This paper will focus on the importance of good nutrition and eating habits of children.
It is important for children to have good nutrition and develop good eating habits for growth and maintenance of health. Nutrition is the consumption and use of food substance by living organism. If children are unhealthy, the psychological process of their body will fail, leading to mental, physical and emotional problem. By eating nutrition foods and practicing good eating habits, children will have a healthy and comfortable life. The importance of children taking good nutrition and practicing good eating habits are for growth, repair and replacement and damaged cells, energy supply and for the maintenance of good health, such or preventing infections. (Robertson, 2007).
Teachers and adults should actively help children develop healthy and good eating habits. Children of any age group are not capable for planning a well-balanced diet each day. Teachers and adults can actively do a lot of things that will help school-aged children practice better nutritional habits. First, the teacher can explain what healthy, nutritious foods are and how they work so that children will be inclined to eat them. Teachers and parents help children develop good eating habits by role modeling and education. Children are strongly influenced by what they see and hear. Teachers should take time out to, on a regular basis, to go over the nutritional information food choices for children. Parents should practice eating healthy in front of their children. Parents should eat meals together as a family as often as possible. Parents should not keep much snack food around and make healthy food fun to eat. (Article Link: http://children.webmd.com/guide/kids-healthy-eating-habits) “Teachers can also send home a handout to parents of students who bring their own lunches to explain about the importance of food for learning and growth.” “This can include a list of foods that are discouraged for lunches, as well as suggestions for healthier alternatives.” (Robertson, 2007)
Nutritional needs are important in infants, toddlers and preschoolers, infants get their nutrition from breast milk, formula and a few solid foods. Toddlers and preschoolers grow at a much slower rate. Children should have a lot of fat intake before the age of 2, but after that age, they should have less fat intake. Toddlers and preschoolers eating habits are different. Toddlers wants to gain control, if she is forced to eat, she will feel her control is threatened. She may refuse to eat as a way back to take back some control. The preschooler wants to be competent. She must feel that she is capable of choosing and eating foods. It is important to allow children to choose their own healthy food choices, this will prevent overeating and under eating. A healthy child will not starve herself. A toddler needs no more than 16 ounces of milk or juice in a 16 oz cup. Preschoolers should eat from the following food groups, bread, cereals, rice, and pasta, vegetables, fruits, milk, yogurt, cheese, meat, poultry and fish. In order to develop good eating habits, involve your child in meal preparation (preschoolers). Include one of your child’s preferred foods. Offer a variety of colors and textures and keep portions to child size. Expect and tolerate child-like table manners.
Family members should plan these nutritious recipes with their preschoolers. The first recipe is Baked Spaghetti1 lb. lean Ground Beef10 oz. Whole Wheat Spaghetti2 C Mozzarella Cheese, shredded2 26 oz. jars of your favorite Spaghetti Sauce (make sure your sauce contains healthy ingredients and no sugars)Preheat your oven to 350 degrees and spray a 9 x 13 pan with cooking spray.In a large skillet over medium heat, brown the ground beef, drain and mix in your spaghetti sauce to the ground beef.Prepare your pasta according to the packaged directions and drain.Spoon one-third of your spaghetti sauce mixture into the bottom of your prepared pan and then mix the remaining spaghetti sauce mixture with the cooked spaghetti. Pour into the prepared pan and then top with the shredded cheese.Bake for 25-35 minutes until brown and bubbly. Let baked spaghetti rest for about 10-15 minutes before serving. Serve with a healthy salad and garlic bread (http://www.articlesbase.com/parenting-articles/the-nutritious-kitchen-healthy-recipes-for-kids-889037.html)
Total Carbohydrate
32.0 g
Dietary Fiber
3.8 g
Sugars
6.8 g
Protein
20.2 g
Vitamin A
15.9 %
Vitamin B-12
1.9 %
Vitamin B-6
10.0 %
Vitamin C
19.8 %
Vitamin D
0.0 %
.
CARROT RAISIN ROUNDS
The second recipe is 1 carrot, grated1/4 cup raisins1/4 cup walnuts2 tablespoons mayonnaise2 tablespoons plain yogurt1 teaspoon lemon juice4 slices raisin English muffins (could be toasted)Clean carrot and shred into small pieces. Mix all ingredients except bread. Spread on English muffin halves. Serve.( http://www.nncc.org/Nutrition/sac43_snacks.sac.html)
Strawberry Pop
2 cups hulled (stems removed)
and halved strawberries 1 cup
orange juice
4 7-oz paper cups
4 popsticks or plastic spoons
4 servings
1. Place fruit and juice in a
blender container or food
processor bowl. Whirl until
smooth.
2. Pour mixture into four 7-oz.
paper cups; place cups in
freezer until partially frozen.
3. Place pop sticks of plastic
Spoons in center of cups.
Freeze until firm.
Strawberry Pop
Strawberry Pop and ½
Slice toasted cinnamon bread (American School Food Service Association web site - www.asfsa.org)
References
Robertson, C. (2007). Safety, Nutrition, and Health in Early Education. Belmont, CA.
Retrieved October 4, 2009 from http://children.webmd.com/guide/kids-healthy-eating-habits)
Retrieved October 4, 2009 from ( http://www.nncc.org/Nutrition/sac43_snacks.sac.html
It is important for children to have good nutrition and develop good eating habits for growth and maintenance of health. Nutrition is the consumption and use of food substance by living organism. If children are unhealthy, the psychological process of their body will fail, leading to mental, physical and emotional problem. By eating nutrition foods and practicing good eating habits, children will have a healthy and comfortable life. The importance of children taking good nutrition and practicing good eating habits are for growth, repair and replacement and damaged cells, energy supply and for the maintenance of good health, such or preventing infections. (Robertson, 2007).
Teachers and adults should actively help children develop healthy and good eating habits. Children of any age group are not capable for planning a well-balanced diet each day. Teachers and adults can actively do a lot of things that will help school-aged children practice better nutritional habits. First, the teacher can explain what healthy, nutritious foods are and how they work so that children will be inclined to eat them. Teachers and parents help children develop good eating habits by role modeling and education. Children are strongly influenced by what they see and hear. Teachers should take time out to, on a regular basis, to go over the nutritional information food choices for children. Parents should practice eating healthy in front of their children. Parents should eat meals together as a family as often as possible. Parents should not keep much snack food around and make healthy food fun to eat. (Article Link: http://children.webmd.com/guide/kids-healthy-eating-habits) “Teachers can also send home a handout to parents of students who bring their own lunches to explain about the importance of food for learning and growth.” “This can include a list of foods that are discouraged for lunches, as well as suggestions for healthier alternatives.” (Robertson, 2007)
Nutritional needs are important in infants, toddlers and preschoolers, infants get their nutrition from breast milk, formula and a few solid foods. Toddlers and preschoolers grow at a much slower rate. Children should have a lot of fat intake before the age of 2, but after that age, they should have less fat intake. Toddlers and preschoolers eating habits are different. Toddlers wants to gain control, if she is forced to eat, she will feel her control is threatened. She may refuse to eat as a way back to take back some control. The preschooler wants to be competent. She must feel that she is capable of choosing and eating foods. It is important to allow children to choose their own healthy food choices, this will prevent overeating and under eating. A healthy child will not starve herself. A toddler needs no more than 16 ounces of milk or juice in a 16 oz cup. Preschoolers should eat from the following food groups, bread, cereals, rice, and pasta, vegetables, fruits, milk, yogurt, cheese, meat, poultry and fish. In order to develop good eating habits, involve your child in meal preparation (preschoolers). Include one of your child’s preferred foods. Offer a variety of colors and textures and keep portions to child size. Expect and tolerate child-like table manners.
Family members should plan these nutritious recipes with their preschoolers. The first recipe is Baked Spaghetti1 lb. lean Ground Beef10 oz. Whole Wheat Spaghetti2 C Mozzarella Cheese, shredded2 26 oz. jars of your favorite Spaghetti Sauce (make sure your sauce contains healthy ingredients and no sugars)Preheat your oven to 350 degrees and spray a 9 x 13 pan with cooking spray.In a large skillet over medium heat, brown the ground beef, drain and mix in your spaghetti sauce to the ground beef.Prepare your pasta according to the packaged directions and drain.Spoon one-third of your spaghetti sauce mixture into the bottom of your prepared pan and then mix the remaining spaghetti sauce mixture with the cooked spaghetti. Pour into the prepared pan and then top with the shredded cheese.Bake for 25-35 minutes until brown and bubbly. Let baked spaghetti rest for about 10-15 minutes before serving. Serve with a healthy salad and garlic bread (http://www.articlesbase.com/parenting-articles/the-nutritious-kitchen-healthy-recipes-for-kids-889037.html)
Total Carbohydrate
32.0 g
Dietary Fiber
3.8 g
Sugars
6.8 g
Protein
20.2 g
Vitamin A
15.9 %
Vitamin B-12
1.9 %
Vitamin B-6
10.0 %
Vitamin C
19.8 %
Vitamin D
0.0 %
.
CARROT RAISIN ROUNDS
The second recipe is 1 carrot, grated1/4 cup raisins1/4 cup walnuts2 tablespoons mayonnaise2 tablespoons plain yogurt1 teaspoon lemon juice4 slices raisin English muffins (could be toasted)Clean carrot and shred into small pieces. Mix all ingredients except bread. Spread on English muffin halves. Serve.( http://www.nncc.org/Nutrition/sac43_snacks.sac.html)
Strawberry Pop
2 cups hulled (stems removed)
and halved strawberries 1 cup
orange juice
4 7-oz paper cups
4 popsticks or plastic spoons
4 servings
1. Place fruit and juice in a
blender container or food
processor bowl. Whirl until
smooth.
2. Pour mixture into four 7-oz.
paper cups; place cups in
freezer until partially frozen.
3. Place pop sticks of plastic
Spoons in center of cups.
Freeze until firm.
Strawberry Pop
Strawberry Pop and ½
Slice toasted cinnamon bread (American School Food Service Association web site - www.asfsa.org)
References
Robertson, C. (2007). Safety, Nutrition, and Health in Early Education. Belmont, CA.
Retrieved October 4, 2009 from http://children.webmd.com/guide/kids-healthy-eating-habits)
Retrieved October 4, 2009 from ( http://www.nncc.org/Nutrition/sac43_snacks.sac.html
Monday, October 12, 2009
CPR and Choking Emergencies
It is essential that all teachers and colleagues have basic training and certification in first aid for infants and children. This paper will focus on two scenarios and they are: performing CPR and First Aid for children
I am a paraprofessional at an elementary school, and one day during lunchtime in the cafeteria, there was a 4th grader chocking on a piece of chicken. One of the paraprofessionals ran over to the table where the girl was sitting and asked her could she breathe, the child was unresponsive. The paraprofessional asked someone to call for medical help. In the meantime, the paraprofessional listen for breathing, she then gave the child breaths as she pinched the child nostril and sealed her mouth into the child’s mouth. The paraprofessional placed her hand in the middle of the child chest and gave her 30 chest compression and two breathe until the ambulance had arrived. Breathing emergencies is always life threatening. These are the following steps for performing CPR for a child. If the child is unresponsive, send someone to call 911 and get an automatic external defibrillator if available. If alone, shout for help and begin CPR if indicate. Open airway with head tilt/chin lift. Look, listen, and feel for breathing for 5-10 seconds. Pinch nose and cover victim’s mouth with your mouth. Give two breaths for 1 second each and make sure chest rises. Immediately begin chest compressions. Ensure the child is on a firm, flat surface and place the heel of a hand on the lower half of the sternum between the nipples. Keep fingers lifted off the rib area. Keep airway open by using the other hand to give gentle pressure to the forehead. Compress the chest 30 times at a depth of one-third to one-half the depth of the chest at a rate of 100/minute. If necessary, use two hands. Give two rescue breaths and continue for five cycles of CPR for 2 minutes. If 911 were not previously contacted, do so now and come back as quickly as possible. If an AED is present, use it after the five cycles of CPR. (Robertson, 2007)
There was a student who was stung by a bee in the back of the school on the playground. The child was crying and the teacher immediately performed first aid on the child. The teacher looked at the child to see if the child had an allergic reaction to the bee sting. She checked the child for swelling, redness, hives, and itching. The child did not have an allergic reaction so the teacher immediately removed the stinger by scraping it horizontally with a credit card. The teacher then applied an ice pack on the area of the skin. She reported the incident to the office and then called the child parents about the situation. The teacher suggested to the parent to apply an over the counter antihistamine, such as Benadryl.
It is always better to have advance planning to respond to an emergency situation such as CPR and first aid. Teachers should be well prepared to act when an emergency has occurred. The ability to perform CPR and being familiar with first aid procedures are important for teachers to have. Whether they are on a field trip, in the lunchroom, at the playground or in the classroom, teachers and colleagues could be faced with instances where CPR is required to save a child’s life. “The goal of CPR and first aid training is to educate people, not only about the skills required for saving a life, but also in prevention and safety that would greatly reduce risks of numerous preventable accidents.” (http://www.linkroll.com/first-aid/the-importance-of-cpr-and-first-aid-training.php)
Adults must develop advance planning in steps to ensure they are prepared to handle a crisis, such as knowledge of and training in basic emergency response procedures. “All teachers, colleagues, and parents should have training in basic first aid and rescue breathing, and at least one teacher per site must be certified in CPR. The teacher should organize for emergencies and plan accordingly. Emergency numbers and information should be posted and easily accessible. Every early childhood education program should have a comprehensive first aid kit that travels with the group if they leave the site for an outing or field trip. Every teacher should have an understanding of the nine steps for emergency response and be able to respond in the right order.” (Robertson, 2007)
In conclusion, it is important when a child has been burned, has ingested poison, or choking on piece of food, the plans that teachers, colleagues and parents have in place can make all the difference in a life-or-death situation.
References
Retrieved September 27, 2009 from (http://www.linkroll.com/first-aid/the-importance-of-cpr-and-first-aid-training.php)
Robertson, Cathie (2007). Safety, Nutrition, and Health in Early Education. Belmont, CA
Robertson, Cathie (2007). Safety, Nutrition and Health in Early Education. Belmont, CA
I am a paraprofessional at an elementary school, and one day during lunchtime in the cafeteria, there was a 4th grader chocking on a piece of chicken. One of the paraprofessionals ran over to the table where the girl was sitting and asked her could she breathe, the child was unresponsive. The paraprofessional asked someone to call for medical help. In the meantime, the paraprofessional listen for breathing, she then gave the child breaths as she pinched the child nostril and sealed her mouth into the child’s mouth. The paraprofessional placed her hand in the middle of the child chest and gave her 30 chest compression and two breathe until the ambulance had arrived. Breathing emergencies is always life threatening. These are the following steps for performing CPR for a child. If the child is unresponsive, send someone to call 911 and get an automatic external defibrillator if available. If alone, shout for help and begin CPR if indicate. Open airway with head tilt/chin lift. Look, listen, and feel for breathing for 5-10 seconds. Pinch nose and cover victim’s mouth with your mouth. Give two breaths for 1 second each and make sure chest rises. Immediately begin chest compressions. Ensure the child is on a firm, flat surface and place the heel of a hand on the lower half of the sternum between the nipples. Keep fingers lifted off the rib area. Keep airway open by using the other hand to give gentle pressure to the forehead. Compress the chest 30 times at a depth of one-third to one-half the depth of the chest at a rate of 100/minute. If necessary, use two hands. Give two rescue breaths and continue for five cycles of CPR for 2 minutes. If 911 were not previously contacted, do so now and come back as quickly as possible. If an AED is present, use it after the five cycles of CPR. (Robertson, 2007)
There was a student who was stung by a bee in the back of the school on the playground. The child was crying and the teacher immediately performed first aid on the child. The teacher looked at the child to see if the child had an allergic reaction to the bee sting. She checked the child for swelling, redness, hives, and itching. The child did not have an allergic reaction so the teacher immediately removed the stinger by scraping it horizontally with a credit card. The teacher then applied an ice pack on the area of the skin. She reported the incident to the office and then called the child parents about the situation. The teacher suggested to the parent to apply an over the counter antihistamine, such as Benadryl.
It is always better to have advance planning to respond to an emergency situation such as CPR and first aid. Teachers should be well prepared to act when an emergency has occurred. The ability to perform CPR and being familiar with first aid procedures are important for teachers to have. Whether they are on a field trip, in the lunchroom, at the playground or in the classroom, teachers and colleagues could be faced with instances where CPR is required to save a child’s life. “The goal of CPR and first aid training is to educate people, not only about the skills required for saving a life, but also in prevention and safety that would greatly reduce risks of numerous preventable accidents.” (http://www.linkroll.com/first-aid/the-importance-of-cpr-and-first-aid-training.php)
Adults must develop advance planning in steps to ensure they are prepared to handle a crisis, such as knowledge of and training in basic emergency response procedures. “All teachers, colleagues, and parents should have training in basic first aid and rescue breathing, and at least one teacher per site must be certified in CPR. The teacher should organize for emergencies and plan accordingly. Emergency numbers and information should be posted and easily accessible. Every early childhood education program should have a comprehensive first aid kit that travels with the group if they leave the site for an outing or field trip. Every teacher should have an understanding of the nine steps for emergency response and be able to respond in the right order.” (Robertson, 2007)
In conclusion, it is important when a child has been burned, has ingested poison, or choking on piece of food, the plans that teachers, colleagues and parents have in place can make all the difference in a life-or-death situation.
References
Retrieved September 27, 2009 from (http://www.linkroll.com/first-aid/the-importance-of-cpr-and-first-aid-training.php)
Robertson, Cathie (2007). Safety, Nutrition, and Health in Early Education. Belmont, CA
Robertson, Cathie (2007). Safety, Nutrition and Health in Early Education. Belmont, CA
Emergency Preparedness Natural and Human Disasters
There are many dangers or disaster scenarios that could threaten an early childhood environment in the area that I live. I am going to focus on two natural disasters and they are tornados and fires. I work at an elementary school in Georgia. Tornados are common in this area. “Tornados may occur quickly, with little or no warning that is why everyone should always be prepared” “The main dangers posed by tornados are damaging winds that can exceed 100 mph. It may cause flash flooding and heavy size hail.” (http://149.168.212.15/mitigation/Library/Home_Protection/noaaprep.pdf) In an elementary school and daycare centers everyone is at risk when a tornado strikes, my colleagues and I should always be prepared to ensure the safety for the children and faculty members. “Day care facility management personnel along with elementary personnel have a responsibility to staff members, occupants, parents and anyone who happens to be in their facility to develop a disaster plan.” http://sylvan.live.ecollege.com/ec/courses/40117/CRS-WUPSYC6205-3649011/day_care_facilities_planning_guide.pdf If people are not prepared for disasters such as tornados, they risk a great chance of being hurt. It is important to develop a plan during a disaster or tornado.
First, it is important that facilities have a comprehensive written plan with procedures to be followed when an internal or external disaster occurs. The plan should be rehearsed periodically. The emergency situations should be addressed Tornados or whatever the plan is written for.
Second, the plan should include emergency procedures. The procedures should include special needs of clients or children, notification of municipal emergency services and parents, and evacuation plans if it’s necessary to leave the facility, including means of
transportation and evacuation routes.
Third,the purpose of a disaster plan is to ensure the safety of people. The reason for writing a disaster plan is to ensure the staff is prepared and trained for a disaster. Disaster plans should be used under the circumstances of an emergency such as tornadoes, fires, or any other hazardous situations. Disasters may occur at any time, facilities should always be prepared. Schools should always have a code in place for different disasters. Teachers should have cell phones on with them in case the schools phone lines go out. Staff should already be trained to stay calm, because of the safety of the students. In case of tornados and earthquakes, students and staff should quickly move to the hallways and kneel down close to the floor. In case of fire, students and staff should immediately move far away from the building as quickly and calm as possible. In case of terrorist or a gunman there should be a code announced to lock the doors and move away from windows, teachers should use their cell phones to call the police.
Fourth, the plan should include guidelines for specific hazards such as warning and communication, preparation, equipment, and response. The way that I would deal with a tornado if it occurs while at work in a day care facility or an elementary school, as calm as possible. The plan would really allow things to move quickly. I would make sure that the children are safely in the hallways on their knees with their hands on the back of their heads and I would make sure they stay down on the floor quietly until the storm has passed over. I would make sure the doors are closed just in case flying debris comes in through windows. Before we go back into the room, I would make sure everyone is alright. I would check for injuries, and make sure everyone is breathing. I would go in to make sure there is no broken glass on the floor. I would assess the risk of a tornado by developing a written tornado plan and make sure the students are paying attention when we practice a tornado drill. The potential complications created by tornados are building damage, power outage, food shortage, dangerous power lines, and flooding. Early childhood professionals should always have emergency contact numbers available. It is also helpful to have a cell phone nearby. It is necessary to have the following supplies available such as first aid kits, flashlights, and bottles of water stored in closets. After, the storm has passed over, I would begin calling parents and letting them know that their children are doing fine. I would tell them when their child would be home, just in case of some roads that may be closed due to flood are fallen trees.
The next disaster that I would like to discuss is fire. It is important for my colleagues and I to be prepared, the more we are prepared the better our chances are for survival. It is important to be prepared for a fire in schools to ensure that staff members and children will know what to do and how to behave in an emergency. The consequences of not being prepare for a fire may be harmful or even fatal. The steps to develop a plan for a fire are important. Steps should include written plan of evacuation. It is important to include fire drills in schools, to ensure that children will know where to go quickly and in a calmly manner. On hearing the fire drills students and faculty must be instructed to leave the building in a single file manner. The teacher in charge of the class must direct the children outside far away from the building, in case of explosion. After I reach the destination, I would call the roll to make sure all students are accounted for. I would assess risk of fire by means of escape in the classroom and safety precautions, and take fire safety training. Some potential complications of fire are damaged and destroyed buildings, and burned records or important documents. It is important to have a first aid kit available during and after a fire, it is also helpful to have a cell phone to call parents. It is important to have counselors to talk with students. I would try to contact parents if I have an emergency contact list available with me to ensure them that their child is alright. If not, I would wait until the arrival of parents and speak with the parents about allowing their child to seek counseling about the situation. (http://www.coj.net/Departments/Fire+and+Rescue/Fire+Safety/After+a+Fire+ID+.htm)
References
Retrieved on September 20, from (http://149.168.212.15/mitigation/Library/Home_Protection/noaaprep.pdf
Retrieved on September 20, from http://sylvan.live.ecollege.com/ec/courses/40117/CRS-WUPSYC6205-3649011/day_care_facilities_planning_guide.pdf
Retrieved on September 20, from (http://www.coj.net/Departments/Fire+and+Rescue/Fire+Safety/After+a+Fire+ID+.htm)
First, it is important that facilities have a comprehensive written plan with procedures to be followed when an internal or external disaster occurs. The plan should be rehearsed periodically. The emergency situations should be addressed Tornados or whatever the plan is written for.
Second, the plan should include emergency procedures. The procedures should include special needs of clients or children, notification of municipal emergency services and parents, and evacuation plans if it’s necessary to leave the facility, including means of
transportation and evacuation routes.
Third,the purpose of a disaster plan is to ensure the safety of people. The reason for writing a disaster plan is to ensure the staff is prepared and trained for a disaster. Disaster plans should be used under the circumstances of an emergency such as tornadoes, fires, or any other hazardous situations. Disasters may occur at any time, facilities should always be prepared. Schools should always have a code in place for different disasters. Teachers should have cell phones on with them in case the schools phone lines go out. Staff should already be trained to stay calm, because of the safety of the students. In case of tornados and earthquakes, students and staff should quickly move to the hallways and kneel down close to the floor. In case of fire, students and staff should immediately move far away from the building as quickly and calm as possible. In case of terrorist or a gunman there should be a code announced to lock the doors and move away from windows, teachers should use their cell phones to call the police.
Fourth, the plan should include guidelines for specific hazards such as warning and communication, preparation, equipment, and response. The way that I would deal with a tornado if it occurs while at work in a day care facility or an elementary school, as calm as possible. The plan would really allow things to move quickly. I would make sure that the children are safely in the hallways on their knees with their hands on the back of their heads and I would make sure they stay down on the floor quietly until the storm has passed over. I would make sure the doors are closed just in case flying debris comes in through windows. Before we go back into the room, I would make sure everyone is alright. I would check for injuries, and make sure everyone is breathing. I would go in to make sure there is no broken glass on the floor. I would assess the risk of a tornado by developing a written tornado plan and make sure the students are paying attention when we practice a tornado drill. The potential complications created by tornados are building damage, power outage, food shortage, dangerous power lines, and flooding. Early childhood professionals should always have emergency contact numbers available. It is also helpful to have a cell phone nearby. It is necessary to have the following supplies available such as first aid kits, flashlights, and bottles of water stored in closets. After, the storm has passed over, I would begin calling parents and letting them know that their children are doing fine. I would tell them when their child would be home, just in case of some roads that may be closed due to flood are fallen trees.
The next disaster that I would like to discuss is fire. It is important for my colleagues and I to be prepared, the more we are prepared the better our chances are for survival. It is important to be prepared for a fire in schools to ensure that staff members and children will know what to do and how to behave in an emergency. The consequences of not being prepare for a fire may be harmful or even fatal. The steps to develop a plan for a fire are important. Steps should include written plan of evacuation. It is important to include fire drills in schools, to ensure that children will know where to go quickly and in a calmly manner. On hearing the fire drills students and faculty must be instructed to leave the building in a single file manner. The teacher in charge of the class must direct the children outside far away from the building, in case of explosion. After I reach the destination, I would call the roll to make sure all students are accounted for. I would assess risk of fire by means of escape in the classroom and safety precautions, and take fire safety training. Some potential complications of fire are damaged and destroyed buildings, and burned records or important documents. It is important to have a first aid kit available during and after a fire, it is also helpful to have a cell phone to call parents. It is important to have counselors to talk with students. I would try to contact parents if I have an emergency contact list available with me to ensure them that their child is alright. If not, I would wait until the arrival of parents and speak with the parents about allowing their child to seek counseling about the situation. (http://www.coj.net/Departments/Fire+and+Rescue/Fire+Safety/After+a+Fire+ID+.htm)
References
Retrieved on September 20, from (http://149.168.212.15/mitigation/Library/Home_Protection/noaaprep.pdf
Retrieved on September 20, from http://sylvan.live.ecollege.com/ec/courses/40117/CRS-WUPSYC6205-3649011/day_care_facilities_planning_guide.pdf
Retrieved on September 20, from (http://www.coj.net/Departments/Fire+and+Rescue/Fire+Safety/After+a+Fire+ID+.htm)
Safety Practices and Policies
It is important for professionals to always have a clear set of policies in the early childhood environment to ensure the safety of children at all times. I will discuss some of the potential hazardous situations common to preschoolers and they are: campus safety, playground safety, good nutrition, physical contact, and report child abuse and neglect.
Campus safety is vital for young children. Preschoolers are vulnerable and should be safe at all times. It is important for parents to check in at the front office and sign their child in and out because unfortunately, staff and administrators may not know every parent and this will alert them of strangers entering the building. Schools should often do a weapon search for the safety of all children and staff workers. There are so many students dying from weapons that are entered into campus buildings. Teachers must monitor preschoolers at all time, especially during dismissal. Para pros should hold on to students hands and make sure they get into the right car and bus safely. Parents should practice safety strategies at home as well. Parents should teach children do not open doors to strangers, as well put the computer in the family room, or where you can keep an eye on the screen. (http://www.childquest.org/SafetytipsforParents.pdf)
Playground safety should be effective daily. Faculty equipment, improper surfaces, and careless behavior are just a few of the hazards of playgrounds. Each year more than 200,000 children are treated in hospitals ERs for playground-related injuries. Many could have been prevented with proper supervision. It is important to check the playground for potential hazards and teach children the rules of the playground. The surface is one of the most important factors in reducing injuries. The surface under the playground equipment should be soft enough and thick enough to soften the impact of a child’s fall. The playground should be free of standing water, rocks, debris, and tree stumps that may cause a child to fall. There should be no dangerous materials, like broken glass or twisted metals. Although proper surfacing may not prevent all injuries, it will reduce a lot of injuries. There are safe strategies that parents should practice outdoors for their children, such as checking the yard for unsafe objects. Make sure a child is not playing in an area where ticks may be lurking and are other dangerous insects. Teach children not to play with stray pets or animals. Teach children to always wear shoes outside.
It is important to remove all poisoning substances away from children. By the time a child starts to crawl, the home needs to be poison proof. Because there are many poisoning substances such as medications, plants, cleaning products, etc. There are safety policies that need to be practice daily. For example, potential poisons should be stored in cabinets located with safety locks. Keep products in their original containers never put poisons in other containers avoid pill cases for medications. (http://wisconsin.poison.org) Do not take medications in front of children since they like to imitate adults. Some safety strategies to apply at home are always monitoring your child; always check to make sure storage areas are locked.
Choking is the fourth cause of unintentional death in children under the age of 5. Children under the age of 5 are at a greater risk. Toys, household items and foods can all be a choking hazard. Some safety precautions parents may take at home to prevent a child from choking are: never leave a child unattended while eating, children should have a calm unhurried meal, children should not eat while walking, riding in a car, or playing, and become familiar with life saving techniques. There are some choking hazard foods such as popcorn, ice cubes, candy, popcorn, and peanut butter. Parents should practice these safety strategies at home. Pay attention to those foods, toys and households hazards mentioned that pose choking hazards to ensure child safety. Model safe eating habits and chew food thoroughly. Take CPR training regularly. (http://www.health.state.ny.us/prevention/injury_prevention/choking_prevention_for_children.htm)
In conclusion, it is important to encourage families to practice better safety for children in homes as well as in school. Schools should practice campus safety, playground safety, nutrition, fire drills, first aid kits, and emergency contact phone numbers. Preschoolers are at the age when they will explore their environment to ensure their safety parents and teachers should monitor them at all times.
References
Retrieved on September 17, 2009 from: (http://wisconsin.poison.org
Retrieved on September 17, 2009 from: (http://www.childquest.org/SafetytipsforParents.pdf) Retrieved on September 17, 2009 from: ((http://www.health.state.ny.us/prevention/injury_prevention/choking_prevention_for_children.htm
Campus safety is vital for young children. Preschoolers are vulnerable and should be safe at all times. It is important for parents to check in at the front office and sign their child in and out because unfortunately, staff and administrators may not know every parent and this will alert them of strangers entering the building. Schools should often do a weapon search for the safety of all children and staff workers. There are so many students dying from weapons that are entered into campus buildings. Teachers must monitor preschoolers at all time, especially during dismissal. Para pros should hold on to students hands and make sure they get into the right car and bus safely. Parents should practice safety strategies at home as well. Parents should teach children do not open doors to strangers, as well put the computer in the family room, or where you can keep an eye on the screen. (http://www.childquest.org/SafetytipsforParents.pdf)
Playground safety should be effective daily. Faculty equipment, improper surfaces, and careless behavior are just a few of the hazards of playgrounds. Each year more than 200,000 children are treated in hospitals ERs for playground-related injuries. Many could have been prevented with proper supervision. It is important to check the playground for potential hazards and teach children the rules of the playground. The surface is one of the most important factors in reducing injuries. The surface under the playground equipment should be soft enough and thick enough to soften the impact of a child’s fall. The playground should be free of standing water, rocks, debris, and tree stumps that may cause a child to fall. There should be no dangerous materials, like broken glass or twisted metals. Although proper surfacing may not prevent all injuries, it will reduce a lot of injuries. There are safe strategies that parents should practice outdoors for their children, such as checking the yard for unsafe objects. Make sure a child is not playing in an area where ticks may be lurking and are other dangerous insects. Teach children not to play with stray pets or animals. Teach children to always wear shoes outside.
It is important to remove all poisoning substances away from children. By the time a child starts to crawl, the home needs to be poison proof. Because there are many poisoning substances such as medications, plants, cleaning products, etc. There are safety policies that need to be practice daily. For example, potential poisons should be stored in cabinets located with safety locks. Keep products in their original containers never put poisons in other containers avoid pill cases for medications. (http://wisconsin.poison.org) Do not take medications in front of children since they like to imitate adults. Some safety strategies to apply at home are always monitoring your child; always check to make sure storage areas are locked.
Choking is the fourth cause of unintentional death in children under the age of 5. Children under the age of 5 are at a greater risk. Toys, household items and foods can all be a choking hazard. Some safety precautions parents may take at home to prevent a child from choking are: never leave a child unattended while eating, children should have a calm unhurried meal, children should not eat while walking, riding in a car, or playing, and become familiar with life saving techniques. There are some choking hazard foods such as popcorn, ice cubes, candy, popcorn, and peanut butter. Parents should practice these safety strategies at home. Pay attention to those foods, toys and households hazards mentioned that pose choking hazards to ensure child safety. Model safe eating habits and chew food thoroughly. Take CPR training regularly. (http://www.health.state.ny.us/prevention/injury_prevention/choking_prevention_for_children.htm)
In conclusion, it is important to encourage families to practice better safety for children in homes as well as in school. Schools should practice campus safety, playground safety, nutrition, fire drills, first aid kits, and emergency contact phone numbers. Preschoolers are at the age when they will explore their environment to ensure their safety parents and teachers should monitor them at all times.
References
Retrieved on September 17, 2009 from: (http://wisconsin.poison.org
Retrieved on September 17, 2009 from: (http://www.childquest.org/SafetytipsforParents.pdf) Retrieved on September 17, 2009 from: ((http://www.health.state.ny.us/prevention/injury_prevention/choking_prevention_for_children.htm
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