© 2006 Thomson Delmar Learning. All Right Reserved. CHAPTER 9 CHILD CUSTODY.
© 2007 by Thomson Delmar Learning Chapter 2: Creating Safe Environments for Early Childhood...
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Transcript of © 2007 by Thomson Delmar Learning Chapter 2: Creating Safe Environments for Early Childhood...
© 2007 by Thomson Delmar Learning
Chapter 2: Creating Safe Environments for Early
Childhood Education
© 2007 by Thomson Delmar Learning
Safety Policies
• Teachers are responsible for the safest possible environment
• Designing a safety policy– What needs to be done?
• Understand what safety hazards may be present in any early childhood education environment
• Know hazards addressed by local licensing/fire boards• Be aware of safety hazards in the specific care
environment• Know and address developmental abilities
© 2007 by Thomson Delmar Learning
Safety Policies (continued)
• What process will be followed?
• Who is responsible for making sure that the process is followed?
• Are there any time parameters or limitations?
© 2007 by Thomson Delmar Learning
Safety Policies (continued)
• Three components of a clearly written safety policy:– process/action– includes guidelines– responsible caregiver
© 2007 by Thomson Delmar Learning
Safety Policies Should Cover
• Creating a safe environment
• Injury prevention management = forestalling or anticipating injury risk
• Developing a safety plan
• Methods and practices for teachers
© 2007 by Thomson Delmar Learning
Structuring Safe Environments
• 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
© 2007 by Thomson Delmar Learning
Structuring Safe Environments (continued)
• A teacher should– know developmental levels of children– promote safety through action, word, and
deed– model safety practices to children and
parents– be aware of conditions that contribute to
injury– closely observe children, especially during
at-risk conditions
© 2007 by Thomson Delmar Learning
Structuring Safe Environments (continued)
• Type of environment– Early childhood education centers
• most are governed by licensing• some are multiuse facilities• some centers are not subject to rules and
regulations– Family early childhood education
environments—homes– In-home early childhood education
environments (nannies)
© 2007 by Thomson Delmar Learning
Structuring Safe Environments (continued)
• The age of children in care– infants
• cephalocaudal and proximodistal development• gross and fine motor skills
– toddlers– preschoolers– school age– multiage groups
© 2007 by Thomson Delmar Learning
Structuring Safe Environments (continued)
• The community surrounding early childhood education environments– liabilities
• safety hazards, conditions, and behaviors
• the child’s family environment– safe – at-risk
© 2007 by Thomson Delmar Learning
Structuring Safe Environments (continued)
• Maslow’s hierarchy of needs– food, shelter, clothing– safety and security– love, friendship– self-esteem– self-actualization
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Reality Check—Child Custody and the Impact on Early Childhood
Education Environments
• Children may come to care with unresolved custody issues
• Defining type of custody
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Custody
• Custody orders give clear guidelines to caregiver as to who is allowed to pick up child– Authorization by custodial parent for
noncustodial parent to pick up child is possible with a signed document, not a phone call
– No authorization, noncustodial parent is not allowed to pick up child
© 2007 by Thomson Delmar Learning
Custody (continued)
• Early childhood education environments or teachers should not act as a mediator in cases where custody is not formal
• A legal document should be provided by parent(s)
• Policy for this issue should be developed and followed
© 2007 by Thomson Delmar Learning
ABCs of Childhood Injury
• 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?
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• Injury Triad
Accessory How?
Child at-risk
Injury Prevention Management
BehaviorWhy?
ConditionWhere?/When?
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Accessory
• Physical and environmental hazards
• Lack of safety devices
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Behavior
• By child– developmental level– emotions– stress– imitation
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Behavior
• By adult– inattention– lack of knowledge– lack of communication– lack of safety precautions– emotions– stress
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Condition
• Where– place– indoors/outdoors
• When– time of day– tired, hungry, in a hurry
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Constructing a Safety Plan for Early Childhood Education Environments
• Anticipation– room-by-room and outdoor inspection for
safety– from developmental level of children in
care– accessories, behaviors, and conditions
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Constructing a Safety Plan for Early Childhood Education Environments
(continued)
• Modification– removal of hazards and use of safety
devices– modify behavior using feedback, positive
reinforcement, diversion, role-playing through practice drills
© 2007 by Thomson Delmar Learning
Constructing a Safety Plan for Early Childhood Education Environments
(continued)
• Monitoring– ongoing process– formalized
• Use checklists• Study injury reports• Observation is foremost activity in monitoring
© 2007 by Thomson Delmar Learning
Reality Check—Bullying in the Early Childhood Education
Environment
• Bullying is considered a major public health and safety issue
• Bullying can be defined as ongoing physical or verbal abuse or persecution between two or more people where the power is unequal
© 2007 by Thomson Delmar Learning
Reality Check—Bullying in the Early Childhood Education Environment
(continued)
• Bullying can begin as early as toddlerhood – Young children may push others, bite, grab toys
away, or make up rules so that they are in charge
• Parental involvement and warmth may not be present – Parents may not set limits or clear expectations for
behavior, and any behavior on the part of the child may appear to be acceptable to the parent
© 2007 by Thomson Delmar Learning
Reality Check—Bullying in the Early Childhood Education Environment
(continued)
• Children may also be overwhelmed in their lives by a loss or change
• Preschoolers who watch 3½ hours of television a day are 30% more likely to exhibit bullying behaviors than are children who watch no television
• Boys are far more likely to bully, and their victims are more likely to be boys than girls – Boys are likely to use both direct physical and
verbal bullying and an indirect, relational form of bullying
© 2007 by Thomson Delmar Learning
Reality Check—Bullying in the Early Childhood Education Environment
(continued)
• Girls are less likely to engage in physical bullying and much more likely to engage in relational bullying toward another girl – like gossiping about her, slandering her, or
engaging in actions to exclude her from her social peer group
© 2007 by Thomson Delmar Learning
Implications for Teachers
• Role modeling– safe practices
• Education– teachers– children
• Working with Families– support and provide information
© 2007 by Thomson Delmar Learning
Implications for Teachers (continued)
• Observation– accessories– behaviors– conditions
• Supervision