1. ©2016 Cengage Learning. All Rights Reserved.  Research Findings and Need for Safety Policies for Healthy Development  Teachers are responsible for the safest possible environment  Designing a safety policy Understand what safety hazards may be present in any early childhood education environments environment Establishes a process Assigns responsibility Offers guidance for action

2.  Differing degrees of preventive and protective action should be taken, depending on the environment. This keypad entry may be a necessary part of a safety policy in an inner-city early childhood education environment. ©2016 Cengage Learning. All Rights Reserved.

3.  A teacher should  Know applicable safety practices for early childhood education environments  Screen environment for hazards and remove  Use safety devices, where applicable  Monitor for environmental hazards  Know developmental levels of children  Promote safety through action, word, and deed  Role model safety practices to children and parents  Be aware of conditions that contribute to injury  Closely observe children, especially during at-risk conditions

4. ©2016 Cengage Learning. All Rights Reserved. Type of environment  Early childhood education centers  most governed by licensing  some are multi-use facilities  some centers are not subject to rules and regulations  Family child care homes  Elementary schools  In-home child care

5.  The Age of Children in Care  Infants  Toddlers  Preschoolers  School age  Multiage groups  Children with disabilities and other special needs ©2016 Cengage Learning. All Rights Reserved.

6.  Child whose brain is developing needs to feel secure (relates to Maslow’s hierarchy)  Warm, responsive relationships can act as buffers for risk factors to adverse conditions  Teachers can provide a safe space ©2016 Cengage Learning. All Rights Reserved.

7.  This is an early childhood education environment at a college, with children on a campus walk. What might be the risks here? ©2016 Cengage Learning. All Rights Reserved.

8.  Maslow’s Hierarchy of Needs Can you see how if the basic needs are not met it might affect the need for safety? ©2016 Cengage Learning. All Rights Reserved.

9. Childhood Injuries  What type of injury occurred?  How did the injury happen?  Why did the injury occur?  Where did the injury occur?  When did the injury happen?

10. ©2016 Cengage Learning. All Rights Reserved.

11.  Developmental levels  Developmental knowledge can alleviate risky situations  Risk Factors  Boys more likely to have risky behavior  Poor children more likely to take risk  Impulsive children  Active Supervision  Close supervision avoids risk  Inadequate supervision may lead to negligence ©2016 Cengage Learning. All Rights Reserved.

12.  Anticipation  From developmental level of children in care  Children's risk factors  Active Supervision ©2016 Cengage Learning. All Rights Reserved.

13.  What are four contributing factors leading to sudden infant death syndrome (SIDS)? ©2016 Cengage Learning. All Rights Reserved.

14.  Modification  Removal of hazards and use of safety devices  Modify behavior using feedback, positive reinforcement, diversion, role playing through practice drills ©2016 Cengage Learning. All Rights Reserved.

15.  Monitoring  Ongoing process  Formalized Use checklists Study injury reports Observation is foremost activity in monitoring ©2016 Cengage Learning. All Rights Reserved.

16.  Engaging Diverse Families  Support the safety of their children  Provide a safety checklist  Use Cultural Competency  Communication must be established  Try to understand cultural practices  Activities for Family Engagement  What activities would you add? ©2016 Cengage Learning. All Rights Reserved.

17.  Children of all ages can learn safe practices  Provide curriculum that is age-appropriate so children can help to manage their own risk ©2016 Cengage Learning. All Rights Reserved.