© 2007 by Thomson Delmar Learning Chapter 5: Emergency Response Procedures for Early Childhood Education Environments

© 2007 by Thomson Delmar Learning Safety Policies for Emergency Response Defining an emergency Basic emergency response procedure Basic CPR and first aid Disaster preparedness

© 2007 by Thomson Delmar Learning Identifying an Emergency Breathing, bleeding, poison –difficulty breathing –profuse bleeding –any type of poison

© 2007 by Thomson Delmar Learning Bright Horizons Suggests Emergency Planned Responses for: medical emergencies evacuation procedures and process survival mode sheltering/sheltering in place natural disaster; hurricane, tornado, severe storms utility disruption fire/smoke emergencies hazardous materials bomb threat suspicious articles potentially violent situations random acts of violence disgruntled impaired parents/guardians, or parent’s/ guardian’s authorized representatives hostage situations missing child

© 2007 by Thomson Delmar Learning Identifying an Emergency (continued) Other emergency indicators  using your senses –unusual appearances or behaviors –unusual sight –unusual noises –unusual odors –unusual conditions

© 2007 by Thomson Delmar Learning Basic Emergency Response Procedures Organizing for an emergency –basic training –emergency information on file including release form all health records log of injuries, ouch reports

© 2007 by Thomson Delmar Learning Basic Emergency Response Procedures (continued) –Emergency numbers posted by phones –Emergency backup –Rescue registration Emergency information for local fire/rescue departments See Chapter 5 for form –Evacuation plan –First aid kit

© 2007 by Thomson Delmar Learning Basic Emergency Response Procedures (continued) Order of response –Act immediately/remain calm –Stay at scene  help and reassurance –Assess child –Do not move seriously injured child –If necessary, call for emergency help

© 2007 by Thomson Delmar Learning Basic Emergency Response Procedures (continued) –Notify parents and agree on plan of action –Give medication only if authorized –Treat child for shock –Stay with child until parents or emergency help arrives –After incident is over, fill out report

© 2007 by Thomson Delmar Learning Basic Emergency Response Procedures (continued) Shelter-in-place mode Evacuation mode Practice drills Supplies Signage/maps Communication

© 2007 by Thomson Delmar Learning Basic CPR and First Aid Overview Basic CPR and rescue breathing –basic CPR and first aid for infants airway, breathing, circulation –basic CPR or rescue breathing for children airway, breathing, circulation

© 2007 by Thomson Delmar Learning Basic CPR and First Aid (continued) First Aid Procedures –bites animal, snake, insect, spider –cuts and other injuries to the skin –injuries involving head, mouth, and nose –burns –temperature  heat and cold –poisoning symptoms

© 2007 by Thomson Delmar Learning Emergency Planning for Children with Special Needs Teacher needs to be familiar with what constitutes an emergency for a child with special needs –Needs education, planning, and preparation for typical emergency for child –Written emergency management plan, updated regularly –Medication should be available in a first aid kit separate from the rest

© 2007 by Thomson Delmar Learning Disaster Preparedness We must be prepared for all types of disasters such as –fire (most common disaster) –acts of nature –chemical spills –blackouts –human acts of violence Response should be discussed and planned ahead of time

© 2007 by Thomson Delmar Learning Homeland Security Alert List Adapted for Early Childhood Education Environments (See Figure 5-11)

© 2007 by Thomson Delmar Learning Disaster Preparedness (continued) Evacuation procedures –diagram and written plan –evacuation plan emergency record –daily attendance checklist –prior discussion with parents so they know practice and drills and emergency evacuation plan –practice fire drills, and the like including infants and toddlers

© 2007 by Thomson Delmar Learning Disaster Preparedness (continued) shelter-in-place procedures –practice –emergency rations/supplies water the most important of all –emergency kit from home for children includes calming letter from parents –cell phone to reach parents –health protection water, wipes, antibacterial hand wash

© 2007 by Thomson Delmar Learning Disaster Preparedness (continued) Helping children cope with disaster –Be calm and stay calm –Give children reassurance and explain emergency Be as honest as possible –Establish a routine –Continue reassurance after the event Children may go through a delayed reaction Children take time to recover

© 2007 by Thomson Delmar Learning  Reality Check—Creating an Emergency Natural Disaster Plan for Your Early Childhood Education Environment Natural disasters are widespread –tornadoes, floods, tropical storms, severe storms, floods, wildfires, and the like

© 2007 by Thomson Delmar Learning Emergency Natural Disaster Plan for Your Early Childhood Education Environment 1.Identify local hazards 2.Develop an outline for the hazards you have identified 3.Put together information and then apply to child care situation and prioritize risk to the local area and center 4.Think about possible scenarios in order to mitigate child care

© 2007 by Thomson Delmar Learning Emergency Natural Disaster Plan for Your Early Childhood Education Environment (continued) Help prepare the children for potential disasters by seeing and talking about events, like reading books and talking about how to keep safe

© 2007 by Thomson Delmar Learning Implications for Teachers Education –Teacher training and education for emergencies –Children practice evacuation and emergency procedures For Families –Educate for prevention and response –Workshops, handouts

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Supervision –Keep environment ready to respond to emergencies –First aid kit and survival mode supplies should be checked regularly

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Cultural Competence –Provide information for families that do not speak English –Children of immigrants may need extra support

© 2007 by Thomson Delmar Learning  Reality Check—For Human- Generated Disasters Some of these disasters may be unintentional –chemical spill –wildfire that starts with a careless camper Many of the human-generated disasters that we need to think about and be prepared for are intentional

© 2007 by Thomson Delmar Learning  Reality Check—For Human- Generated Disasters (continued) Do a risk assessment Examine your community for risk –A nuclear plant or dam nearby? –A railroad or is it near a shipping port? –Military bases nearby? –A government building or other government installation?

© 2007 by Thomson Delmar Learning  Reality Check—For Human- Generated Disasters (continued) Do resource assessment of local agencies to see what risks they may be preparing for At least one teacher in each early education program should be trained in disaster preparedness Homeland Security issues a color- coded alert (see slide 15)

© 2007 by Thomson Delmar Learning  Reality Check—For Human- Generated Disasters (continued) Vigilance is key to avoiding the effects of disaster in every community –Unusual persons who look out of place Loitering –Suspicious behaviors –Suspicious items left behind –Enforce the security that is present Signing in and out Who is authorized to pick up child?

© 2007 by Thomson Delmar Learning  Reality Check—For Human- Generated Disasters (continued) Be prepared to either evacuate or shelter-in-place, dependent upon the threat –Practice drills Be as truthful with children as possible –Do not speculate or sugarcoat