Section 1: Safety Practices and Policies

    Safety is important in any environment, especially in Early Childhood.  Falls and other injuries are very common. To prevent this we must use the proper procedures.  My focus will be on potential hazardous issues or safety threats of children of preschool age.

FIRE HAZARD

  1.   A broken fire extinguisher is a Fire Safety hazard which should be comply with the correct methods and procedures to ensure safety. All alarms should be working and intact. Inspection should be done monthly or bi monthly.

The Georgetown School District states you should Inspect Each Fire Extinguisher EACH MONTH by:

1.      Checking that the pull pin is in place and secured.

2.       Checking that the Pressure indicator is pointed to Green/OK.

3.       Checking that the nozzle is clear from debris.

4.       Turning the extinguisher upside down and shaking to free powder.

5.       Dating and Initialing the Inspection Tag.

NOTE: If extinguisher is defective, has been discharged or missing, report it immediately to the Building Manager.
      
       In the HOME environment, to prevent fires or burns, do the following:

• Turn all pot handles toward the center or rear of the stove
• Never smoke around children
•  Teach children the STOP,DROP and ROLL technique
• Place barriers around fireplaces,heaters, radiators, and hot pipes( Robertson p. 125).

    2.  Tables with sharp ends is an indoor issue which should be oversee by the classroom teacher. All furniture in the classroom should be at child height and free of sharp edges. To prevent this, furniture should be inspected for any potential injuries.  There is no policy on this safety matter. As an educator, I would notify maintenance and see if I can receive a replacement.  

      Adults in the HOME environment should do the following to prevent injuries:

•  Move chairs, cribs and other furniture away from windows.
•  Use wall mounted Televisions to avoid tip overs.
• Always supervise children on stairs. Hold their hands when walking up and down stairs.
•  Keep all windows locked and closed that are being used. 
•  Keep heavier items on lower shelves or in lower drawers (Kids Safety, 2010)..

• POISON CONTROL

2.     Exposure of cleaning supplies is a Poison Control issue which all cleaning products, paint or any substance that may be dangerous to students should be up high in cabinets or locked drawers.

GCSD’s policy is: Training for all new employees must be conducted during new hire orientation. When a new chemical is introduced into the workplace, it is the responsibility of the appropriate supervisor to train affected employees. Additional training is available through the Risk Management Department. Training must include:

           (a.) An overview of the requirements contained in the Hazard Communication

                 Standard, section 1910.1200;

      (b.) Chemicals present in their workplace;

      (c.) The location, availability, and content of the District’s Written Hazard Communication                   Program;

     (d.) The physical and health effects of the hazardous chemicals;

    (e.) Personal Protective Equipment (“PPE”); and

    (f.) How to read labels and MSDS’s to obtain applicable information.

HOME PRECAUTIONS are to: 

• Store all household products out of children's sight and reach.
• Store poisonous items out of reach or use safety locks on cabinets within reach. 
• Do not leave poisonous products unattended while in use. Household items such as makeup, personal care products, plants, pesticides , art supplies, and alcohol.
• Program the toll free number for the Poison Control Center into your home phone and cell phone. Post it near your refrigerator for the babysitter (Kids Safety, 2010).

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• OUTDOOR SAFETY

3.     Anthills on the playground is an Outdoor Environment hazard which should be notified by the proper authority. To prevent this matter, safety procedures and practices should be done to make the playground safe for students to play.  School administrators should check their building for maintenance at least once each week during the school session, making note of minor items of maintenance and submitting requests for such items by means of work orders is what the district requires (GCSD,2015). 

For HOME OUTDOOR SAFETY:

• Always supervise children.
• Make sure playground equipment has shock absorb surfaces like rubber, sand or wood chips.
• Remove all jewelry, tuck in clothing with strings to avoid any strangulation. 
• Teach children that pushing, shoving  and crowing is  not safe on playgrounds (Kids Safety,2010).

CHOKING 

4.  Choking on food is an Health Hazard which can be avoid if children are closely supervise, taught about Food Safety and all staff are trained in CPR. The GCSD website on Training Requirements are: The Emergency Response Team members will receive AED and CPR training. The cost of the AED training shall be provided for Emergency Response Team members by Georgetown County School District. The training shall include, but not necessarily be limited to:

• AED program response protocol

• Using the Heart Start FRx

Families could practice these strategies:

• Cut food into tiny pieces. Children under 5 should not eat round or hard foods, including hot dogs, cheese sticks or chunks,hard candy,popcorn or nuts.

• Read instructions and labels before purchasing toys or games.

• Keep small magnets away from children that may be inside toys.

• Keep all cords and strings out of children's reach. 

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Resources

Georgetown County School District (2015). Support Services. Fire Safety. Georgetown. South Carolina. Retrieved from http://www.gcsd.k12.sc.us/
 Robertson, C. (2013).  Safety, nutrition, & health in early childhood (5^thedition).  Belmont, California: Wadsworth Cengage Learning 

Safe Kids Worldwide . FALL PREVENTION FOR LITTLE KIDS.  http://www.safekids.org/

Section 2: Emergency Preparedness: Natural and Human-Generated Disasters

   Disasters are high risk factor for safety in any early childhood setting. These events should be handled by professional and trained individuals. Since the first day of school, educators should be trained in common disasters such as earthquakes, hurricanes, terror threats, etc. There should be an evacuation/ emergency plan, supplies and student’s log and call sheet. Parents and students should be aware of emergency procedures and drills.

   On a hot Tuesday morning at a daycare center, there is a warning on the radio about a severe weather temperature of 101 that will emerge on tomorrow. Students are now arriving to school.  As I prepare for the day, I am pulling out my emergency contacts and plan. What to do? Who to call? What do I say to students and parents?

    In a Heat Wave, many dangers such as fatigue, unconsciousness and even death can posed in this situation. Anyone can be at risk, so it is important to be prepared. Elderly people and children are the most common to be a higher risk. 

1.   I would send home a letter about tomorrow’s weather. What precaution to take, how to dress, and what supplies to have on hand are some of the information I would provide.
2.  Ensure them that children we be indoors and will be in an air conditioned room during this time. Ask parents to supply extra water, batteries or food. Flashlights and candles can also be added just in case there is a power outage. The American Red Cross wants to prepare by staying hydrated, wear loose fitting light clothing, and stay indoors (ANRC, 2015).
3.  I will call parents and check on elderly caregivers before and after the disaster.

    Some complications may occur, such as dehydration, nose bleeds and lots of questions. Always looking for uncomfortableness, change in appetite or behavior will help me assess any health risks. It is always important to report them if occurred.    In this situation, I would talk with students and explain what will happen the next day. They need routine so preparing them gives them some light of expectation. Robertson book indicates, “Because children need reassurance, teachers must explain as clearly as possible, without speculation, what has occurred and the facts that are known about it in simple, understandable, and age appropriate language” (ARC, 2010b).

   Showing where supplies are and how to call for help is some other ways children can understand how to deal in crisis. During the heat wave, I will remain calm and make all students feel safe by singing songs, reading a book or playing games. Let the day go on normally but keep alert for any health behavior in children. Make sure have my emergency plan, call log, supplies and first aid kit available at all times.  

      
     In the Deep South, where hurricanes are very common, most people are asked to evacuate. A storm is brewing pretty large and fast toward my neighborhood. I am currently in school with a class full of first graders. How do I prepare?

     Since this disaster is unexpected, this is no time to really prepare.

1.  I will inform students of what will happen and to prepare for a drill.  Many factors such as loss of homes, vehicles and businesses are common in this tragedy. It is important to have a plan and supplies set up during this time. The Daycare plan believes you should assign emergency responsibilities to staff members, conduct drills, keep parents informed and always stay alert for any safety or health issues (PEMA, 2003).  
2. I will keep children calm and have supplies and emergency plan at arm reach. There is no time to tell parents. Comforting students that their parents are safe while finding shelter will give them some relief.  Try not to tell them too much, as my job is to keep them calm, safe and dry during this disaster.
3.  To prepare, I would close and lock all doors and windows.  Ask students to go to the area planned during this storm. 
4.  Keep note on any children who are scared, anxious or displaying inappropriate behavior.  If so, I will do my duty as a mommy teacher by comforting them with a hug or chat. “Children may have confusion or anger and may need to have these feelings validated. Children may need personal contact, such as a hug or touch, because they are afraid and want to be with their families” (Robertson, 200). 

     Once the storm ends, I will keep the class on schedule. To me, I value routine and feel that this helps students cope with the aftermath. Keep them from any news heard or seen about the storm. It may be devastating at first. Once, explain thoroughly, in their developmental language they will become more understanding and settle back in everyday living. Talking about how they felt or drawing pictures can also be ways to help students during a crisis.

Resources

Pennsylvania Emergency Management Agency: Bureau of Plans. (2003, August). Day care facilities emergency planning guide.  Retrieved from http://www.pema.state.pa.us

Robertson, C. (2013).  Safety, Nutrition, & Health in Early Childhood (5th edition).  Belmont, California: Wadswort Cengage Learning

The American National Red Cross. Disaster Preparedness. Types of Emergency. 2015. Retrieved from http://www.redcross.org/

Section 5: Physical Fitness

   Being physically fit is the core of a healthy mind, body and soul. At all ages, physical activity should be part of your daily routine, especially children in early child care. Young children will benefit from this in so many ways such as these:

• Help build skills such as fine motor and gross motor
• Strengthen muscles and bones
• Maintain a healthy weight
• Help with self esteem and body image
• Voids the risk of diseases, hypertension or weight loss

    Physical activities can help children with their developmental skills such as climbing, jumping, and kicking, which are being learned at this age. “These types of activities can help children build endurance, flexibility, and strength. Offering opportunities for and encouraging physical skill building will help children become physically fit” (Robertson p. 275).  By practicing these fine gross motor or locomotor skills, children can make goals toward mastering them. Doing these movements will get the heart pumping and work harder, which is great for your cardiovascular system. According to Robertson’s book, “Children can engage in many physical activities, and different activities help different parts of the body to stay fit and healthy. Aerobic activities help the cardiovascular system to work well, whereas other activities strengthen muscles and bones” (Robertson p. 275).   In our book, Table 7-4, ACTIVITIES FOR CHILDREN TO MEET THE 2008 PHYSICAL ACTIVITY GUIDELINES FOR AMERICANS, indicates the types of activities for age group children. For early childhood students, bicycle riding is great for moderate or vigorous activity. Muscle strengthening activities includes rope or tree climbing, games such as tug of war and swinging on playground equipment. To strengthen those bones, activities like hopping, skipping and jumping are great choices (Robertson p. 275-276).

         When a child is not active on a daily basis and is infused with unhealthy food choices, it affects them physically, mentally and emotionally. Here are some examples:

• Become overweight or obese
• May experience Hypertension or Cardiovascular diseases
• Low self esteem
• Feeling of isolation or loneliness
• Depression

    The body needs movements in order to become stronger and healthier.  “Children who eats diets with excessive calories and fat tend to be overweight. This is another factor in cardiovascular diseases. Hypertension among children has increased over the past decade or so due to overweight” (Robertson p. 266).  Mentally, they may feel ashamed or not good about their body image. Not being able to do what most children are, will most likely bring their self-esteem down. Exercise makes you feel confident and happier, whereas not practicing it, makes you feel less proud and doubtful of oneself. Emotionally, children may feel stressed or depressed. “Mentally and emotionally, obesity lowers self-esteem and has a powerful effect on peer relationships and social acceptance. Children who are neglected by peers are more likely to become obese. Children who are overweight may be teased, bullied, or excluded from activities by other children. This can led to serious emotional problem, including depression and even rage” (Robertson p. 268).

   Adults can help children develop good fitness habits by modeling through example. Children learn by sight, sound and action. Group activities are a great way to get children up and going. Use tools such as balls for catching, throwing, rolling or even kicking to build their fine motor skills.  “Children need to develop basic competency in fundamental motor skills for games, sports, and lifetime physical activity. For example, a child who can catch a ball is more likely to succeed at sports such as softball or basketball in which catching is a critical skill. The research is clear that children develop competency in their fundamental motor skills during the early childhood years” (Payne & Isaacs 2005). “During this time period, many children do not receive the appropriate kinds of experiences to develop these skills and may start kindergarten with developmental delays in this area” (Goodway & Branta 2003).

   Games such as hot peas and butter is a good way to help children with their manipulation skills such as catching or throwing a ball. In this game, the concept is imagining the ball as a pea. It can be served hot or cold. The ball (pea) is to be passed to the person next to you in a fast or slow motion, while the group is standing in a circle. The instructor will say pass the peas cold, students will then pass the ball slowly. When said, pass the peas hot, the ball will be passed quickly to the next person. You may modify it by throwing, rolling or even kicking the ball. It is a fun and great game to play with students.  Another game called Hop Scotch is a wonderful way to build children’s fundamental motor skills. In this game, children will hop in and out or off and on several different objects. One object that can be used for this activity is hula hoops. You may set up the hoops according to your own way. Students will then take turns jumping or hopping in and off of the hoops. What a great way to get their hearts pumping and strengthen their legs.

A quote in our book, Safety, Nutrition, and Health in Early Education had me thinking that I can implement this movement into the classroom. “If children are given goals for physical activity that are reachable, it is much easier to expect them to achieve a healthy level of activity as part of their fitness regime” (Robertson p. 273).  When I read this, it made me think about the Jump for Hearts program we do every year in our school for The American Heart Association. We not only raise money but on the day of or before Valentine’s Day, we jump rope in honor of the association. Students and staff team up in groups and take turns jumping for one hour. It seems like a long time but we stop for breaks and pair off. This the busiest day of the year. We are not only raising money but students are receiving cool prizes from donations, celebrating Valentine’s Day with classroom parties and the school’s dance, while making time to jump rope for a cause.            

I would love to include activities for students to do and receive a reward for doing a great job. Setting a number or date that this can be accomplish will help in the process. Games like counting the number of certain fruits eaten like apples or oranges, or challenge students to do one hundred hula hoops collectively throughout the month. It can always be modify if you like, just using some examples. For the reward, I would have a dance off. What kid does not like a dance off?  This is a great way to keep students excited about learning while having fun. My duty is to see children healthy and happy. By doing this challenge, I will be promoting healthy eating habits and reinforcing physical activity. 

Resources

Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children on the Web. Retrieved from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

Robertson, C. (2013). Safety, Nutrition, and Health in Early Education (5th Ed.). Belmont, CA: Wadsworth/Cengage Learning.

Section 4: Healthy Food and Nutrition

    Good nutrition and eating habits are so important to children in each age group because it leads to a longer and healthier lifestyle. When you practice these healthy habits it will also prevent nutrition risks such as diseases, obesity and dental cavies. In the article, Nutrition and Overweight, “Nutrition is essential for growth and development, health, and well-being. Behaviors to promote health should start early in life with breastfeeding and continue through life with the development of healthful eating habits. Nutritional, or dietary, factors contribute substantially to the burden of preventable illnesses and premature deaths in the United States. Indeed, dietary factors are associated with 4 of the 10 leading causes of death: coronary heart disease (CHD), some types of cancer, stroke, and type 2 diabetes. These health conditions are estimated to cost society over $200 billion each year in medical expenses and lost productivity. Dietary factors also are associated with osteoporosis, which affects more than 25 million persons in the United States and is the major underlying cause of bone fractures in postmenopausal women and elderly persons” ( USDHHS, 2010).

    Adults should actively help children develop healthy eating habits because it will be beneficial to their growth and developmental stages.  Two ways this can be accomplished is to model exercise and encourage children to do the same and the another is to provide only good food choices, according to this Table 6-8 GOOD NUTRTION PRACTICES (Robertson p. 244). 

Here are some recipes that family members can prepare for preschoolers:

Tuscan Broccoli Stovetop Mac and Cheese

 Prep time 5 minutes

Cook time 15 minutes

Total time 20 minutes

 Skip the box - this stovetop mac and cheese recipe is done in 20 minutes and is creamy and filled with vegetables.

Serves: 4 servings
The nutritional value of the broccoli is dietary fiber 6g, protein 6g, Vitamin A 37%,Vitamin C 123%, Calicum and Iron 6%

Ingredients

8 oz. elbow macaroni

1 (11.8 oz.) package Green Giant Tuscan Seasoned Broccoli

2 tablespoons butter

1 egg yolk

1 can (12 oz.) evaporated milk

8 oz. shredded sharp cheddar cheese

2 teaspoons Dijon mustard

Salt and pepper, to taste

Instructions

Bring a large pot of salted water to boil. Cook the macaroni until al dente.

While the pasta is cooking, cook the vegetables according to the package directions.

Once the pasta is cooked, drain and return to the pan set over medium heat. Add the butter and the egg yolk and stir vigorously until it is completely combined. Stir in the evaporated milk, cheese and mustard. Stir until the cheese is melted and it has formed a creamy sauce. Stir in the vegetables and then season to taste with salt and pepper. (Monson, Super Healthy Kids).

Sweet Potato Tots

Ingredients

2 large sweet potatoes

1/4 cup all-purpose flour

1/4 cup whole wheat flour

1 1/2 tsp cinnamon

1 cup panko breadcrumbs

1 egg, whisked

Cooking spray

 The sweet potatoes are a great alternative for yellow ones. They contain dietary fiber of 6g, 4g of protein, Vitamin C 65%, and 8% of Calcium and Iron.

Instructions

Preheat oven to 375 degrees.

Boil sweet potatoes in salted water in a pot for 10-15 minutes or until you can stick a fork in the center.

Drain and cool.

Grate the potatoes into a bowl.

Place the flours, panko and cinnamon in a bowl and stir to combine.

Place the whisked egg in another bowl.

Take a small amount of the potato mixture and shape into a tot.

Roll the tot the whisked egg, then the flour/panko mixture.

Place onto a sprayed baking sheet and coat evenly with cooking spray.

Bake for 15 minutes or until golden.

10. Cool and serve.

Apricot Dipping Sauce

1/2 cup apricot preserves

2 tablespoons mayonnaise

1 tablespoon mustard

1 tablespoon orange juice

Mix ingredients together until blended.  Chill for 1 hour before serving (Roskelley, Super Healthy Kids).

Yogurt Cheese Butterflies

Scoop plain yogurt into cheese cloth (double layered), over a colander, over a bowl.

Put in fridge till desired consistency (the longer in the fridge, the thicker it will get).  But generally overnight at least!

This time we spread it on bagels.  Plain is good, but I had some strawberries, so we mixed them in.

Arranging it to look like a butterfly is always a fun way for breakfast or a snack for some kids.

Plain yogurt has its benefits, which are 13g of protein and 45% Calcium.

    Some suggestions to families are to make food attractive to children. If it does not look good, they would not want to try it. Also, you can incorporate vegetables into foods that they like to eat. Broccoli and Kale are two great veggies that will blend well into any meal (Monson, Super Healthy Kids).

Resources

Monson, N.  Tuscan Broccoli Stovetop Macaroni and Cheese. Retrieved from from http://www.superhealthykids.com

 Monson, N. Yogurt Cheese Bites. Retrieved from from http://www.superhealthykids.com

Robertson, C. (2013). Safety, Nutrition, and Health in Early Education (5th Ed.). Belmont, CA: Wadsworth/Cengage Learning.

Roskelley, A. Sweet Potato Tots. Retrieved from http://www.superhealthykids.com

U.S. Department of Health and Human Services. (2000, November). Nutrition and overweight. In Healthy people 2010 (2nd ed.) (Vol. 2). Retrieved from www.healthypeople.gov

Section 3: CPR and Choking Emergencies

     Tony, a four year old boy, has swallowed a marble that he was playing with on the rug in the classroom. He is now choking. Advance planning is important in an early childhood environment because there are many health risks and illnesses. You would should always be prepared with the proper tools and procedures to follow along with any emergencies to could form.

ORDER OF RESPONSE

1. Remain calm
2. Stay at the scene and give help and reassurance to the victim and other students present.
3. Ask another teacher (if present) to remove other children from the area.
4. Assess the chocking child with a head to toe check (Robertson p.179).
5. Proceed to do the Heimlich Maneuver

 HEIMLICH MANEUVER

• First ask, "Are you choking? Can you speak?" DO NOT perform first aid if the person is coughing forcefully and able to speak -- a strong cough can dislodge the object.

• Stand behind the person and wrap your arms around the person's waist.

• Make a fist with one hand. Place the thumb side of your fist just above the person's navel, well below the breastbone.

• Grasp the fist with your other hand.

• Make quick, upward and inward thrusts with your fist.

• Continue these thrusts until the object is dislodged or the victim loses consciousness.

IF THE PERSON LOSES CONSCIOUSNESS

• Lower the person to the floor.
• Call 911 or the local emergency number or tell someone else to do so.
• Begin CPR.
• If you see something blocking the airway, try to remove it.

     To prevent this crisis, steps adults can take are monitoring children closely when play with small objects or supplies. Removing anything you suspect that can be harmful to small children can help. All teachers or educators should be trained in CPR/First Aid properly in order to work in the classroom. This process is grossly important in childhood education.

  
     Danielle is a six year old, who is running on the playground. All of a sudden, she stops, falls down and is now unconscious. Advance planning is essential and necessary in all emergency situations. Training and updated knowledge should be mandatory for all educators. Basic Emergency Response Procedures in Robertson‘s book believes, “All teachers should be trained in basic first aid and rescue breathing, and at least one teacher per site must be certified in CPR. Teachers should organize for emergencies and plan accordingly” (Robertson p. 180).

ORDER OF RESPONSE

1. Remain calm
2. Stay at the scene and give help and reassurance to the victim and other students present.
3. Ask another teacher (if present) to remove other children from the area.
4. Assess the chocking child with a head to toe check (Robertson p.179).
5. Proceed to do CPR

 CPR PROCEDURE

• Gently tap or shake the shoulders and call his name, if no response, do the following

• Ensure the child is on a firm, flat surface and place the heel of a hand on the lower half of the breastbone between the nipples.

• Push straight down about two inches and let the chest all the back up. 

• Repeat 30 times, twice per second.

• After two group of compressions, give two rescue breaths and continue for five more groups of compressions of CPR.

• Keep doing compressions in groups of 30, until help arrives.

•  Always stay with the child until her parents or emergency help arrives.

•  Contact parents of the incident and write a detailed report on the situation (Robertson p. 179).

    Adults can make sure that the First Aid Kit, emergency plan and contacts are nearby at all times. A trained individual in CPR within the classroom would be important as well. These are ways you alleviate any unprepared emergencies inside or outside of the classroom.

Programs from American Red Cross such as training students and educators CPR and First Aid, digital showings about proper hygiene and other emergency procedures are wonderful ways for educators to involve students and themselves in becoming more alert of any signs of emergencies. Also to stay prepared and keep a plan in action for all types of emergencies (ARC,2015).

Resources

American Red Cross: Prepare for Emergencies with American Red Cross First Aid, CPR and Automated External Defibrillator (AED) Courses. Retrieved from http://www.redcross.org/services/hss/courses/aed.html

Robertson, C. (2013).  Safety, Nutrition, & Health in Early Childhood (5th edition).  Belmont, California: Wadswort. Cengage Learning.
MedLine Plus. Trusted Health Information for you. Choking-Adult or child over i year. U.S. NationalLibrary of Medicine. Nation Institutes of Health..  Bethesda, MD.  Retreived from  http://www.nlm.nih.gov/