Section 1: Safety Practices and Policies

·      Identify at least five potentially hazardous situations/safety threats common to your age group.

·     For each of the hazardous situations or safety threats:

o    Summarize specific safety policies that apply to these situations/threats.

o    Describe measures that should be taken to prevent and/or deal with these situations/threats.

o    Indicate what families can do to ensure the safety of the child at home.

I would like to write about safety threats towards infants/preschoolers.  It is important that all children are safe and in a good environment. 

Poison control:   

It is extremely dangerous if a child comes in contact with poison. Children like to put objects in their mouth. Children do not know these items are dangerous. These items can be kept in homes, offices and classrooms. Teachers have to make sure all items are away from any child’s reach.  Cleaning supplies could cause skin irritation, burns, rashes, and if swallow it can cause damage to someone body.

Teachers should have cleaning supplies locked in a cabinet. With items locked, there is a less of a problem occurring.  Do not use these items while attending to children.  You can easily be distracted, and the child can get the item and swallow it or play in it.

Parents should also have locks on their cabinets at all time.  If you cannot afford a lock, the parent should then put it in a high reach where the child cannot reach the item.  Parents can also teach their children that lock cabinets are private. 

Electrical Outlets: 

Electrical outlets are dangerous for infants and toddlers.  In a preschool/toddlers atmosphere, all outlets should be covered.  It is not safe for those outlets to be uncovered.  They want to know what the plugs are use for and how something fit into the plug.  Some kids will try to put objects in the outlet or try to stick object into the outlet.

All school should have their outlets covered.  This will help stop children sticking objects into the plug or having themselves harm.  I remember on a show “The Women of Brewster Place”, Ceil daughter stuck a pair of scissors into an outlet and died.  The baby was curious of the plug.  

Parents can purchase the outlet covers.  If a parent cannot purchase them, I would push a table against the wall so it can hide the outlet.  Before I brought the covers, I push the table or boxes in front of the outlets.  My kids had no idea what was behind the table or boxes.  I taught my kids not to remove those covers and if removed what may happen to them

Leaving an infant unattended:   

If a child is left unattended in a car or bed and become hurt it is called neglect in Mississippi.  In a daycare or home, all infants should be watched over.  Leaving a child unattended is a safe hazardous that can result in a child becoming hurt.  Infants should not be placed in high beds or left on a table.

Teachers should assign someone to be with infants and toddlers at all time.  They should not be left alone at any time.  If they have to put infants/toddlers in a big bed or sit them on the table, they are not to leave that child side.  I know individuals that have left their child unattended, and it has caused them harm.

I would suggest parents put blankets on the floor for the child to lie on and take a nap.  Do not leave your child unattended in a big high bed or on the table. I use to take naps with my kids; therefore, I was in bed with them.  I would put blankets on the floor and make sure it was soft and comfortable for my child if I did not go to sleep.

Choking/Strangling: 

A child can easily get choked on any item.  All objects should be picked up off the floor throughout the day. Caregivers should make sure the floor is clean morning, noon and night. They should avoid objects that are small where an infant can swallow the object.

Schools should make sure all object are off the floor.  When they are in my care, they belong to me, and I want them to be safe.  I would recommend that all teachers and assistants take a CPR class in case of an emergency.  I will not feed my kids any small food; such as grapes, peanuts or hotdogs. Those items are not safe for an infant.

Families should make sure everything is off the floor.  Do not feed your child anything they can choke off.  I would explain to parents how important it is to keep their home safe at all times.  A little accident can turn into a bad experience.  I think teachers and parents should take classes for CPR and First Aid.

Rough Playing/Fighting:  

Some children play rough with other children. Believe it or not but infants like to pinch and hit other kids. I learned that children watch wrestling and like to try those moves on other kids.  They do not know that those actions are dangerous. Children think it is all fun. A couple of years ago, a twelve year old practice wrestling, moves on a 5 year old, and she died from the trauma. He did not think it would hurt his friend, but it did more than hurt her, he killed her.

Schools have to be careful and watch their students carefully.  My co-worker daughter was pinching another child, and the teacher did not know why the little girl was crying.  She is one years old and fighting.  The teacher explained to the child that it is a no, and she cannot hurt anyone else.

Families have to tell their kids that it is not okay to hit other kids.  I think parents should not let their kids watch wrestling or movies with fighting.  We do not think kids pay attention to those films, but their learning every move.  When we get a call from their preschool, daycare or head start concerning their behavior we then begin to realize that it is not safe for my child to watch those shows.  Be careful and advise what your child watches.

References:

Robertson (2013-02-01). Safety, Nutrition and Health in Early Education. Wadsworth Publishing.

http://nrckids.org/

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

·         Describe each of the disaster scenarios you have chosen (such as a hurricane that has quickly developed in your area) and a real or hypothetical early childhood setting (such as a Head Start program housed on a university campus near the coast). What are the main dangers posed by these situations? Who is at risk?

I would choose flooding as a disaster.  If we are house near the coast, I think that would be a good scenario.  The danger of flooding is high water rising quickly.  The danger would also be what is in the water.  Sometimes flash flood come within seconds and it is too late to leave your destination.  The water can be polluted or have an oil spill or something dangerous.  We all are at risk.  All faculty, staff, children and other businesses that surround the coast is in danger.  A second scenario will be a fire at the day care.  We all are sitting down eating out lunch when we hear 2 short bells rings.  I know, and my kids know that this is a fire drill.  Well we think it is a fire drill.  All my kids got up immediately, and  we exit the door to the rear of the room.  Once we made it outside, I checked to see if all my students were present.  The fire started in a classroom.  Someone left the heater on, and a blanket was near the heater.  We all escape, and I was glad I practice the procedure with my students and co-workers.

·         Explain why you and your colleagues should be prepared. What are the consequences of not being prepared?

We all should be prepared at any time because we should know the procedures when flooding is occurring.  When enrolling a child, I know the parents will want to know the procedures in case of an emergency. I have to ensure them we have a plan, and they child will be safe.  House by the coast, you should be ready at any time because the weather or high winds can cause a flood or even if a bridge collapse.  If we do not know what to do, the first thing we will do is panic.  If a teacher is in a total panic, the children’s behavior will reflect this (Stephens, 2010).   In panicking in a time like this is not safe.  If our children see us panic, they will start to cry.  We need to know who is at school and should be able to contact all children parents.  It is a good idea to practice the rules and procedure for any emergency.  Usually schools have fire drills once a month.  I think that all staff should practice the procedures in case of a real emergency. 

·         Summarize the appropriate steps you would take to develop a plan in advance for this disaster and how you would deal with it if it occurs.

I would develop an emergency plan.  I will make sure all team members and children know what to do in case of an emergency such as flooding.  I will give my staff duties they should consider during this emergency situation.  They are to study their strategy and be willing and ready if a disaster should take place.  I would drill myself, and my team to make sure we will be familiar with our duties. If the water has not risen and we have to evacuate immediately, we would make sure all kids are accountable for and bring along medicine, call log and first aid kit. I will pick a place for everyone to go and how we would get there.  Once we are at our destination, I will inform my kid’s parents that they are safe. 

References:

Robertson (2013-02-01). Safety, Nutrition and Health in Early Education (Page 199). Wadsworth Publishing.

http://www.fema.gov/

Section 3: CPR and Choking Emergencies

·         Create two scenarios: one in which a child is choking and another in which a child needs CPR. In each of your scenarios, include who is involved and where it is occurring (for example, a 5-year-old in a preschool setting has stopped breathing and is apparently choking on a piece of food). Then outline the proper emergency procedures for dealing with each situation (see pages 179–180 in your text).

I’m in a classroom where a child is choking; I would not panic and act immediately.  If I panic, it would also cause the other kids to panic.  I will give support by placing an arm across the child’s chest and lean him/her forward.  I will then firmly strike the child between the shoulder blades with the heel of my other hand.  I will repeat the process until the child is no longer choking and I see the object comes out the child mouth.  I will notify the parent to let her/him know what went on, and the child is in good hands now.  I did all I could do to save the child, and with the help of others we were successful.  I will stay with the child until his/her parents arrive.  I will put a blanket around him/her and assuring them that everything will be okay.  I would make a report of the incident and see how this situation occurred.

My kids are outside playing, and I notice one of them has fallen down and is not breathing.  I know it has to be something in their mouth that has blocked their airway.  I will have an assistant call 9-1-1.  I would lay the infant back down on the ground.  I will place my hands between the nipples and pressing with my whole body.  After that, I will tilt the child head back and lift his/her chin; this will allow the breath to escape if possible.  I will listen and feel to see if the child is breathing.  If the child is not breathing, I will continue until I am successful.  If no success, I will then breathe into the child’s mouth and watch for the chest to rise to make sure air is going into the chest.  I will repeat until the ambulance arrives.  I will inform the child’s parents that we are on our way to the emergency room.  I will insure them that everything is fine.

The National Association for the Education of Young Children recommends nine responses for teachers: (Robertson, p. 179-180)

·         *  Act Immediately

·         *  Stay at the scene and make sure another teacher keep all other kids calm.

·         *  Check the child from head to toe

·         *  Do not move a child unless it is life-threatening.  If it is life-threatening you should move the child by their        legs so you will not hurt the neck and spine.

·         *  Call 9-1-1

·         *  Call parent and if parent not available call the next to kin.  Tell the parent to meet you at the emergency          room.  Call for a back up teacher if one is not already in your room.

·         *  Treat the child for shock

·         *  Stay with the child until emergencies arrive or parents.  Make sure an assistant is available before you leave    with the child.  Someone has to be with the kids in the classroom.  If you have no one available, you have      to stay with you kids and assure that the child will be taking care of and he/she is in good hands.

·         *   Fill out a report after the incident.  Study to see whether the incident could have been avoided.  Make any     chances if needed.

·         Next, summarize why advance planning is often the best way to respond to or prevent an emergency situation and the kinds of training (e.g., CPR or first aid training) you believe are needed in order to prevent or positively resolve such emergencies.

Teachers and parents should know an emergency plan in case of CPR or first aid. According to Robertson, “All teachers should have training in basic first aid and rescue breathing, and at least one teacher per site must be certified in CPR” (p.180).  They should have emergencies numbers on hand.  If children take a trip, a first aid kit should always be with the teachers.  In case of an emergency, teachers should not panic but should be able to follow the steps of National Association of the Education of Young Children.

·         Finally, describe any other steps adults must take to ensure they are prepared to handle these kinds of crises, including such information as first aid supplies, family emergency contact information, and so on.

I think all adults should take CPR classes.  I know some people may think it will never happen to their child or student, but it can easily happen.  I never thought my son would get choked by swallowing a penny, but he did.  I wish I had known the procedure for choking or CPR.  A first aid kit should be kept in a classroom, office and home.  This way if anything minor happen the first aid kit is available.  I work as an In School Suspension Instructor and also assist in the office.  We have to make sure all contacts are correct and up to date in a child’s folder. We also have to do this because individual try to check out kids and they know they should not see the child.  I believe knowing CPR and how to help a child from choking is very important.  CPR can save a person life.

References:

Robertson (2013-02-01). Safety, Nutrition and Health in Early Education (Page 180). Wadsworth Publishing. Kindle Edition.

http://www.redcross.org/services/hss/courses/aed.html

http://www.heart.org/HEARTORG/CPRAndECC/CPR_UCM_001118_SubHomePage.jsp

Section 4: Healthy Food and Nutrition

·         Summarize why good nutrition and eating habits are so important to children in each age group. Cite evidence from Chapter 6 in your text and/or other resources to support your claims.

It is good for all children to eat the best meals.  “Adequate nutrition during childhood is necessary to maintain overall health and provide for growth” (Robertson, p. 213).  When children eat healthy, it can sharpen their mind and give them energy.  Children do not need to eat junk food because it is not healthy.  By encouraging healthy eating habits, you can make an impact on your children’s relationship with food. (helpguide.org)  Children should not eat a lot of food with sodium.  It is not safe to intake too much salt.  If children begin overeating, they will become overweight, and that is not safe.  That is why we have to make sure our kids are getting the best nutritional meals daily.  We need to make sure they eat vegetable and fruits daily.  If children continue to eat right, parents will not have to worry about obesity, hypertension, diabetes or breathing problems for their child.  We need to make sure our kids get the right amount of carbohydrates, fats, and protein.  These macronutrients will help the body grow and maintain its functions. (Robertson, 2013)

·         Refer to Chapter 8 in your course text and explain why adults should actively help children develop healthy eating habits and at least two ways this can be accomplished.

When children are eating the best meal, it allows them to grow, learn and play. (Robertson, 2013) Children can develop problems if they continue to eat the wrong meals.  "Good nutrition will help children maintain resistance to infection and will ensure adequate stores of body-building materials and nutrition needed for the adolescent growth spurt” (Robertson, p.316) Once a child starts to eat nutritional meals, they will remain eating the right foods.  This can be accomplished by parents making sure their children are eating good meals at home.  Teachers can make sure they are giving nutritional meals to their students.  Teachers can play games with their students to pick the best choices of food.  When children learn positive things at school, they go home and explain to their parents about the things they have learned.

·         Provide three nutritious recipes that family members can prepare with preschoolers and explain the nutritional value of each. (To locate recipes, look through the various suggested Web sites or do research as needed.) Offer strategies and suggestions to make cooking together an enjoyable learning experience for children.

These are my meals I will give to parents to prepare for their child/children.  Every meal should at least contain meat, vegetable, wheat, fruit and a dairy.  These ingredients are important for every child. These meals can provide vitamins, energy, nutrients and mineral needed for your child.  You can ask your child if he/she wants to help you prepare meals.   Let your child go grocery shopping with you.  It will be fun for the both of you.  For breakfast, let your child pour the milk in the oatmeal and stir it around so they can know how it is fixed.  Give your child a spoon and let him/her spread the fruit spread on the bread.  Once your child gets the hang of things, he/she will want to help cook all the time.

For your lunch menu, you may let the child get the lettuce and cheese out the bag.  Parents you are dealing with a knife so; therefore, your child can not cut the tomato.  You should not allow your child near the stove.  I will suggest you place all ingredients on the table and let your child fix their own taco.

It is dinner time for the family.  This is a chance for the family to eat together and talk about school, work and other activities that was did that day.   Parents let your child wash their hands before handling chicken.  You can let your child wash and season the chicken.  Once they finish with the chicken, PLEASE wash their hands.  I have a son that is seven, and he enjoys cooking with the family.  Since a salad is in the bag, you can let your child pour the salad into a bowl.  I would suggest the parent take care of macaroni and cheese.  While preparing meals, it will be fun to talk to your child about school.  They may want to show you the dances and songs they learn at school.

Breakfast                                                                               

½ cup Oatmeal with Raisins                                                                        

½ Milk                                                                                                                  

Wheat Toast topped with fruit spread   

                                               

Lunch                                                                                                                 

Taco salad w/trimmings

Taco chips

Wheat corn

Pineapples

Milk

Dinner                                                            

Bar-B-Cue Chicken

Salad

Fruit

Macaroni and Cheese

References:

Robertson (2013-02-01). Safety, Nutrition and Health in Early Education. Wadsworth Publishing. Kindle Edition.

http://www.helpguide.org/life/healthy_eating_children_teens.htm

http://healthymeals.nal.usda.gov/resource-library/nutrition-education

Section 5: Physical Fitness

Write an introductory paragraph or at least five bullet points that explain why physical fitness is so important for young children. Include at least three developmental skills that children are learning at this age, and describe how physical activities can help children toward mastery of these skills. Be sure to cite evidence from the learning resources or, if desired, use other resources to support your claims.

• Reasons why physical fitness is important for young children
•  It prevents weight gain
•   It prevents children from having diabetes or hypertension
•   It can reduce stress in kids  
• Children feel better about themselves

·         They can develop stronger bones and muscles

Children are learning to use their body as a part of exercising.  They are using gross skills, fine skills and movement skills.  Children can do different activities to engage in the skills.  With gross skills, kids can kick, catch and bat a ball or hop.  Fine skills deals with using your hands/fingers such as cutting paper or tracing.  Movement skills deal with bending, stretching and turning your body.

·         Explain what can happen when children do not engage in healthy fitness activities. Be sure to consider the impact on children of being overweight or obese, including implications for health and self-esteem.

When children do not engage in fitness, they can become overweight.  If they become overweight, they will develop health problems.  They can develop diabetes, heart disease, and breathing problems.  Children eat a lot of junk food instead of eating healthy food. 

Children that become overweight sometimes are depressed.  Students become targets by classmates at school and outside the school.  Depression can lead to people being obese.  I say this because some people will try and eat their feelings away instead of doing exercise.  When treating overweight kids, there is a chance the child will develop health problems.

·         Indicate how adults can help children develop good fitness habits. Describe at least two activities, such as specific games or movements, which are appropriate and enjoyable for children of this age. At least one of the activities should involve gross-motor (locomotor) skills, and another should involve fine-motor (manipulative) skills. Remember, the activities you recommend should be developmentally appropriate, which includes noncompetitive.

  

Adults can work out with their kids and tell them how important it is to remain active.  If you model these behaviors with your child, your child will also work out.  Parents should give their kids healthy snacks and fix healthy meals.  They need to increase their children activities.  The more they play or exercise the more they will become fit.

I will suggest my kids walk, play kick ball, and we can play catch.  Gross motor is when we use large body movement. (Robertson, 2013) 

·         Kick ball: I will roll ball to a student and they will use their leg to kick the ball.

·         Walk:  We will walk around our school and sing a song.  Singing will make the walk fun for the students.

·         Play catch:  I will throw the ball to each student.  He/She will catch the ball and throw it back to me.

We will do another activity dealing with fine motor skills.  Fine motor skills are physical skills related to small body movements, particularly of the hands and fingers. (Robertson, 201)

This activity will include cutting and pasting.  The students will cut out photos that begin with the letter B.  They will then glue those photos to a piece of construction paper.  Once the kids finish, I will give the child a piece of tape so they can hang their paper on the wall.  We will show the pictures to the parents doing our monthly meetings.

·         Based on your readings, include at least one inspirational, thought-provoking quote that captures your attitude and/or philosophy about fostering children's healthy growth and development.

“In February 2010, the First Lady, Michelle Obama, introduced a movement to help fight childhood obesity called “Lets Move! (Robertson, p. 260).”  I think this campaign has helped a lot of students.  It is a campaign to prevent obesity and help schools feed kids healthier foods.  I grew up as a child being overweight and I do not want others to go through what I went through.  I like this because they are starting to care about children in the United States and they want to stop obesity/overweight for our children.

·         For your fact sheet, draw on the information in the fitness articles from this week's Required Resources and your own research to provide evidence about the positive impact that physical activity has on children's health, both now and in the future. Be sure to cite your sources.

When toddlers begin head start, they become physically active.  When kids do physical activities, it a chance they will not become overweight.  If kids continue to exercise, they can miss the risk of having heart disease, depression, and breathing problems.  When children see their parents exercise and trying to stay fit, they will have the same attitude.  Data suggest that one in four children ages 2 to 5 is overweight and one in three children ages 6 to 17 is considered either overweight or obese (USDHHS, 2010).

References:

Robertson (2013-02-01). Safety, Nutrition and Health in Early Education. Wadsworth Publishing. Kindle Edition.

http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

http://www.cdc.gov/obesity/childhood/index.html