© 2007 by Thomson Delmar Learning Chapter 3: Indoor Safety

© 2007 by Thomson Delmar Learning Indoor Safety Policies Indoor early childhood education environments Indoor equipment safety Toy safety Interpersonal safety Poison control Fire and burn prevention

© 2007 by Thomson Delmar Learning Indoor Safety Guidelines Examine for hazards –falls –choking –burns –drowning –poisoning

© 2007 by Thomson Delmar Learning  Reality Check—Sudden Infant Death Syndrome (SIDS) Safe practices can prevent more than half of the cases of SIDS –Put babies to sleep on their backs –Do not expose babies to secondhand smoke –Remove all soft sleeping materials such as pillows, foam pads, and the like –Do not let baby get overheated

© 2007 by Thomson Delmar Learning Indoor Safety Guidelines (continued) Environmental hazards in child care –ventilation –pets or animals –cleaning supplies Safety devices

© 2007 by Thomson Delmar Learning Developmental level –infants relatively helpless  choking –toddlers group with most potential for unsafe practices  poisons –preschoolers greater physical and cognitive abilities  falls –school age relatively safe indoors, but firearms may be risk Indoor Safety Guidelines (continued)

© 2007 by Thomson Delmar Learning Indoor Safety Guidelines (continued) Space –Recommended indoor space is 35 square feet per child does not include kitchen, bathroom, closets, laundry facilities, or staff space usually translates to 50 square feet when furnishings are considered adequate floor space essential for prevention of injury

© 2007 by Thomson Delmar Learning Indoor Safety Guidelines (continued) Shared Space –Multiple-use facilities need thoughtful anticipation for risk –Screening checklist remove replace

© 2007 by Thomson Delmar Learning Indoor Safety Equipment Equipment should be –sturdy –free of sharp points or corners, splinters, protruding nails, or bolts –free of loose rusty parts, hazardous small parts, or paint that contains lead –free of looped cords to prevent strangulation –durable

© 2007 by Thomson Delmar Learning Indoor Equipment Safety (continued) –Easy to clean –Child sized, where appropriate –Equipment should allow flow of movement –Windows low enough for children to reach should have barriers –Comply with standards cribs, high chairs, strollers, safety gates

© 2007 by Thomson Delmar Learning Indoor Equipment Safety (continued) Preventing falls –checklist (Table 3-3) Indoor water safety –toilets –standing water –hot water heaters (less than 120°F)

© 2007 by Thomson Delmar Learning Toy Safety Choking and suffocation hazards –toys, food, and small objects Examine for age appropriateness –developmental level, safety precautions –appropriate toys (Table 3-6) –separated by age group

© 2007 by Thomson Delmar Learning Toy Safety (continued) Art supplies –Federal Arts Materials Act of 1990 hazard free art materials label AP or CP –common household products Toy safety checklist (Table 3-7) Other factors –cupping—small cuplike toy over mouth and nose can cause suffocation –polyvinyl chloride (PVC) in toys chemicals called phthalates that are toxic

© 2007 by Thomson Delmar Learning Interpersonal Safety Injuries from biting, kicking, scratching, and fighting are common Exposure to violence –TV, on streets, in neighborhoods, and at home war and terrorism on nightly news –High degree of exposure can cause post-traumatic stress disorder can cause a child to relive violence in play –Teachers need to observe, communicate, and redirect

© 2007 by Thomson Delmar Learning Interpersonal Safety (continued) Strategies to promote positive interaction –Be prepared to intervene –Understand behaviors –Know strategies for eliminating and preventing violent behavior –Know how to use conflict resolution –Model emotions in acceptable ways –Label expressions of emotion so that children can identify them

© 2007 by Thomson Delmar Learning  Reality Check—Kids and Guns Serious safety issue –1.2 million children older than six have access to guns in their homes 60% of guns do not have trigger locks –1 in 5 high school students carry guns or other weapons to school –Children exposed to violence may carry guns to feel safe

© 2007 by Thomson Delmar Learning  Reality Check—Kids and Guns (continued) Children’s curiosity –Encouraged by exposure via television/ movies –Toys are available to play with –Even if they have been cautioned not to touch them, most children will anyway

© 2007 by Thomson Delmar Learning  Reality Check—Kids and Guns (continued) How does teacher help protect children from guns? –Family child caregivers ensure that any firearm present is kept out of sight, locked away, and kept separate from ammunition –They can provide alternate forms of handling conflict in prosocial ways by conflict resolution –Not allow guns in child care environment including substitute gun play with other items

© 2007 by Thomson Delmar Learning  Reality Check—Kids and Guns (continued) –Educate parents about dangers of guns –Monitor programming of television, if used in early education environments Strategies to promote positive interaction –Table 3-10

© 2007 by Thomson Delmar Learning Poison Control Most common emergency involving children –Children under four are most likely to ingest poison Examining the environment –First order of prevention is caregiver vigilance in monitoring –Room-by-room inspection

© 2007 by Thomson Delmar Learning Poison Control (continued) Understanding risk –ingestion  swallowing –contact  absorbed through skin –inhalation  breathing fumes –animal, insect, or reptile bites –injection  puncture wound

© 2007 by Thomson Delmar Learning Poison Control (continued) Strategies for promoting poison control –Table 3-12 Kidney beans, apple seeds, morning glory, and four-o’clock flower seeds are toxic Plants that pose risk –common indoor plant risk (Table 3-13)

© 2007 by Thomson Delmar Learning Fire and Burn Prevention Injuries from fires and burns are the second leading cause of death in children in the United States –35% of all burn injuries happen to children –Scalding is chief cause of burns to preschool children –Playing with matches and lighters is #1 cause of fire deaths in young children

© 2007 by Thomson Delmar Learning Fire and Burn Prevention (continued) Environmental hazards –scalding –electrical –contact –chemical

© 2007 by Thomson Delmar Learning Fire and Burn Prevention (continued) Strategies for fire and burn prevention –Teach child fire and burn prevention Avoid matches and lighters Regular fire drills Stop, drop, and roll

© 2007 by Thomson Delmar Learning Fire and Burn Prevention (continued) –Safety devices should be present fire extinguishers smoke alarms –Model safe behavior

© 2007 by Thomson Delmar Learning Implications for Teachers Observation –accessories, behaviors, conditions –knowledge of hazards equipment, toys, art supplies, poisons awareness of unsafe interpersonal behaviors

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Supervision –Constant monitoring environment Safe practices, methods of prevention, promotion Check for compliance with licensing, fire safety guidelines Communication to all caregivers to ensure safe practices

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Education –teachers and children For families