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

© 2007 by Thomson Delmar Learning

Chapter 5: Emergency Response Procedures for Early Childhood

Education Environments


Safety Policies for EmergencyResponse

• Defining an emergency

• Basic emergency response procedure

• Basic CPR and first aid

• Disaster preparedness


Identifying an Emergency

• Breathing, bleeding, poison– difficulty breathing – profuse bleeding– any type of poison


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


Identifying an Emergency (continued)

• Other emergency indicators using your senses– unusual appearances or behaviors– unusual sight– unusual noises– unusual odors– unusual conditions


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


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



• 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



– 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



• Shelter-in-place mode

• Evacuation mode

• Practice drills

• Supplies

• Signage/maps

• Communication


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


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


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


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


Homeland Security Alert List Adapted for Early Childhood Education Environments

(See Figure 5-11)


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



• 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



• 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


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


Emergency Natural Disaster Plan for Your Early Childhood Education Environment

1. Identify local hazards2. Develop an outline for the hazards you have

identified3. 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


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


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


Implications for Teachers (continued)

• Supervision– Keep environment ready to respond to

emergencies– First aid kit and survival mode supplies

should be checked regularly


Implications for Teachers (continued)

• Cultural Competence– Provide information for families that do not

speak English– Children of immigrants may need extra

support


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


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?



• 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)



• 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?



• 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

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

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