Children who are sedentary grow up to become adults who are sedentary. So it is our responsibility as childcare professionals and parents to show children how fun and easy it is to be physically active. Physical fitness is so important for young children because:
* Physical activity is needed to balance food intake (Robertson, 2010)
* Children who learn to have fun with exercising will continue to do so as adults
* Physical fitness helps to develop a preschool or school-aged child’s gross motor skills (Robertson, 2010)
* Daily rigorous play helps a child expend energy with leads to a good sleeping pattern
* Physical activities help children build up endurance, flexibility, and strength (Robertson, 2010)
Adults play an important role in teaching children good fitness habits that can last a lifetime. Incorporating fitness into your families’ life style does not have to be complicated or drastically change your routine. Physical fitness is about moving not about structured exercise. A great example of fun incorporating fitness is playing an impromptu game of soccer in your backyard or daycare playground. Children of all ages (who are mobile) can participate. Who cares if you don’t have the proper goal areas set up or even a proper soccer ball, two designated bushes and a beach ball will do. Another fun activity would be to have an Easter egg hunt. Don’t worry about what time of year it is or what you can put inside the eggs, children mainly enjoy the hunt. Make sure to hide the eggs at all eye level and encourage the older children to buddy up with the little ones so they can work together. If there is a large group of children present they can take turns hiding the eggs from each other.
Today technology has exploded. Children have over a 100 channels to choose from on the television and a dozen video game devices. If your child is one of the millions that would prefer to sit and play video games instead of going outside for some fresh air, there is hope. While it does not equal traditional exercise, the Wii game system has come out with several interactive games. Children (and adults) can choose from sports such as bowling, tennis, or boxing. This should not be used as a child’s only means of physical fitness but might help to jump start a fitness plan.
“Pediatric obesity is not a disease but an uncontrolled epidemic,” (OPCCY, n.d). Today’s generation of children are heavier that ever. Some people try to blame it on super sized meals or hereditary, but in truth it is that children are not as active as they were in past generations. When I was younger I rode my bike and played outside with my friends until the street lights came on each night. Children now would prefer to communicate with their friends via text or facebook. Parents provide the best they can for children, providing them with a comfortable living environment, weather appropriate clothes, and nutritious food. As childcare providers we try to give the children all the skills they need to make it in life, teaching them colors, numbers, how to read and share. Why shouldn’t we all work together to instill in our children a love and need for daily physical activity?
Reference:
OPCCY, (n.d.). Introduction. Retrieved July 5, 2010, from : http://www.opccy.org/home.html
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
Nutrition and Children
Teaching children good nutrition habits at young age gives them a solid foundation to build on throughout their lives. Children who learn to enjoy snacks filled with fruits and vegetables instead of chips and candy sets them up for a healthy path into adulthood. “All teachers should have a basic knowledge of nutrition,” (Robertson, 2010, p. 214). Using that information will allow child care providers to set up menus that fall within healthy nutritional guidelines.
With infants, caregivers and parents are able to monitor everything they consume. At my daycare mothers are supported in their decision to breastfeed by offering them a place to come and nurse during the day or serving their expressed milk via bottles. At the same time, mothers who are not able to or choose not to breastfeed are never made to feel as though they are doing less than they could for their babies. “The growth and development of an infant is directly related to nutrition,” (Robertson, 2010, p. 295). When it comes time to introduce foods around the 4 to 6 month period, I find it easier to start with vegetables. By starting with them first, babies are getting used to the texture and the taste and not relying on the sweetness associated with the fruits. Not that fruit is a bad thing, it is just as nutritious but often sweeter and I have found that infants like the taste better and will reject the vegetables if they are not already accustomed to them.
Toddler hood is a wonderfully curious and moldable time in a child’s life. At this stage they are more apt to try new things if they are offered. This is the time to introduce vegetables like brussel sprouts and zucchini before they are old enough to reject them based solely on name value. At my daycare we try to experiment and encourage the children to eat foods that they might not be offered at home because mom and dad don’t like them. “Choose a variety of fruits and vegetables each day. In particular, select from all five vegetable subgroups, dark green, orange, legumes, starchy vegetables, and other vegetables,” (Robertson, 2010, p.217) At this age I also allow the children to play with their food if it makes for a more enjoyable meal. I have one little boy who loves black olives because he can put them on his fingers and pretend he has scary hands. This is a trade off because he then growls as he “eats his fingers”. I also have another child who loves to eat white trees (cauliflower) just because he thinks it’s neat that they are white. He’s also pretty excited when I make green trees (broccoli) for lunch too.
By the time a child becomes preschool age he should have a wide palette of food interest. This is a great time to begin “cooking” with them. I have never had a child reject a food that he helped prepare. They should have the fine motor skills to use a plastic (dull) knife to help cut up ingredients, and be able to help measure ingredients with help. Preschoolers are also really good at stirring everything together!
Milk is important for toddler and preschool age children. According to my food program guidelines we serve 2% for 1 year olds and 1% for children 2 and over. If a child does not immediately take to the taste, it is ok to occasionally put chocolate or strawberry syrup in as long as it is in moderation because in the end it is healthier than offering soda or sugar filled juice boxes. As is becoming more common some children are lactose intolerant. There are lots of milk alternatives such as lactose free milk, soy milk, and even almond milk. “Children ages 2 to 8 years should consume 2 cups per day,” (Robertson, 2010, p. 217).
Having a child who has been exposed to and enjoys all types of food can only be looked at as a win-win situation. Parents should take the time to find out what their children are eating at daycare so they can prepare it at home. They may be shocked to find out that even though they personally don’t like lima beans, their child adores them. A parent should never discourage a child from eating a (healthy) food simply because they are not fond of it. Parents should involve the children in preparing meals. Make it fun. Let the children pick the dinner menu once a week and go with it (as long as it is healthy). Make it silly, have breakfast for dinner or make a new family rule that only green food is served on Tuesday. Cooking with your children not only teaches them how to choose and prepare healthy foods, but also gives you an opportunity to spend quality time together as a family.
Below are three recipes that are nutritious, quick and most of all fun to make with your child:
Banana in a Blanket (fruitsandveggiesmorematters.org)
1 (6 inch) whole wheat tortilla
1Tablespoon reduced-fat smooth peanut butter
1 medium banana
1 tablespoon maple syrup or honey
1 tablespoon crunchy, nutty nugget cereal
Lay tortilla on a plate. Spread peanut butter evenly on the tortilla. Sprinkle cereal over peanut butter. Peel and place banana on the tortilla. Drizzle maple syrup or honey on top.
This is a great recipe to use when you need to add a little fun to your breakfast routine. The peanut butter is a great source of protein and should keep your child feeling full until lunch time. And it’s so easy you can let your preschooler make you breakfast for a change!
Fun in the Sun Banana Split (fruitsandveggiesmorematters.org)
¼ cup fat free vanilla ice cream (substitute non fat yogurt if you choose)
¼ medium banana
¼ cup canned crush pineapple, drained
¼ cup fresh strawberries
2 tablespoons sweetened whole grain cereal
½ teaspoon shredded coconut
To prevent the ice cream from melting, cut up all ingredients before removing ice cream from the freezer.
Split the banana slice in half, lengthwise. Scoop the ice cream into a bowl. Place the banana slices on opposite sides of the bowl. Place pineapple on top of the ice cream then add sliced strawberries. Sprinkle with cereal and then garnish with shredded coconut.
At only 160 calories, this is a great summer time treat to make (and enjoy) with your child. They won’t even miss the full fat ice cream because of all of the sweetness from the fruits and coconut.
Ants on a Log
1 Celery stalk
1 Tablespoon Peanut butter (crunchy or smooth)
Approx 7 raisins
Clean celery using a wet paper towel. Take peanut butter and spread evenly into the curve of the celery. Scatter raisins on top.
This old classic will never get boring. It’s fun to make, fun to talk about, and fun to eat. It is a healthy alternative to chips and dip.
Reference:
www.fruitsandveggiesmorematters.org
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
With infants, caregivers and parents are able to monitor everything they consume. At my daycare mothers are supported in their decision to breastfeed by offering them a place to come and nurse during the day or serving their expressed milk via bottles. At the same time, mothers who are not able to or choose not to breastfeed are never made to feel as though they are doing less than they could for their babies. “The growth and development of an infant is directly related to nutrition,” (Robertson, 2010, p. 295). When it comes time to introduce foods around the 4 to 6 month period, I find it easier to start with vegetables. By starting with them first, babies are getting used to the texture and the taste and not relying on the sweetness associated with the fruits. Not that fruit is a bad thing, it is just as nutritious but often sweeter and I have found that infants like the taste better and will reject the vegetables if they are not already accustomed to them.
Toddler hood is a wonderfully curious and moldable time in a child’s life. At this stage they are more apt to try new things if they are offered. This is the time to introduce vegetables like brussel sprouts and zucchini before they are old enough to reject them based solely on name value. At my daycare we try to experiment and encourage the children to eat foods that they might not be offered at home because mom and dad don’t like them. “Choose a variety of fruits and vegetables each day. In particular, select from all five vegetable subgroups, dark green, orange, legumes, starchy vegetables, and other vegetables,” (Robertson, 2010, p.217) At this age I also allow the children to play with their food if it makes for a more enjoyable meal. I have one little boy who loves black olives because he can put them on his fingers and pretend he has scary hands. This is a trade off because he then growls as he “eats his fingers”. I also have another child who loves to eat white trees (cauliflower) just because he thinks it’s neat that they are white. He’s also pretty excited when I make green trees (broccoli) for lunch too.
By the time a child becomes preschool age he should have a wide palette of food interest. This is a great time to begin “cooking” with them. I have never had a child reject a food that he helped prepare. They should have the fine motor skills to use a plastic (dull) knife to help cut up ingredients, and be able to help measure ingredients with help. Preschoolers are also really good at stirring everything together!
Milk is important for toddler and preschool age children. According to my food program guidelines we serve 2% for 1 year olds and 1% for children 2 and over. If a child does not immediately take to the taste, it is ok to occasionally put chocolate or strawberry syrup in as long as it is in moderation because in the end it is healthier than offering soda or sugar filled juice boxes. As is becoming more common some children are lactose intolerant. There are lots of milk alternatives such as lactose free milk, soy milk, and even almond milk. “Children ages 2 to 8 years should consume 2 cups per day,” (Robertson, 2010, p. 217).
Having a child who has been exposed to and enjoys all types of food can only be looked at as a win-win situation. Parents should take the time to find out what their children are eating at daycare so they can prepare it at home. They may be shocked to find out that even though they personally don’t like lima beans, their child adores them. A parent should never discourage a child from eating a (healthy) food simply because they are not fond of it. Parents should involve the children in preparing meals. Make it fun. Let the children pick the dinner menu once a week and go with it (as long as it is healthy). Make it silly, have breakfast for dinner or make a new family rule that only green food is served on Tuesday. Cooking with your children not only teaches them how to choose and prepare healthy foods, but also gives you an opportunity to spend quality time together as a family.
Below are three recipes that are nutritious, quick and most of all fun to make with your child:
Banana in a Blanket (fruitsandveggiesmorematters.org)
1 (6 inch) whole wheat tortilla
1Tablespoon reduced-fat smooth peanut butter
1 medium banana
1 tablespoon maple syrup or honey
1 tablespoon crunchy, nutty nugget cereal
Lay tortilla on a plate. Spread peanut butter evenly on the tortilla. Sprinkle cereal over peanut butter. Peel and place banana on the tortilla. Drizzle maple syrup or honey on top.
This is a great recipe to use when you need to add a little fun to your breakfast routine. The peanut butter is a great source of protein and should keep your child feeling full until lunch time. And it’s so easy you can let your preschooler make you breakfast for a change!
Fun in the Sun Banana Split (fruitsandveggiesmorematters.org)
¼ cup fat free vanilla ice cream (substitute non fat yogurt if you choose)
¼ medium banana
¼ cup canned crush pineapple, drained
¼ cup fresh strawberries
2 tablespoons sweetened whole grain cereal
½ teaspoon shredded coconut
To prevent the ice cream from melting, cut up all ingredients before removing ice cream from the freezer.
Split the banana slice in half, lengthwise. Scoop the ice cream into a bowl. Place the banana slices on opposite sides of the bowl. Place pineapple on top of the ice cream then add sliced strawberries. Sprinkle with cereal and then garnish with shredded coconut.
At only 160 calories, this is a great summer time treat to make (and enjoy) with your child. They won’t even miss the full fat ice cream because of all of the sweetness from the fruits and coconut.
Ants on a Log
1 Celery stalk
1 Tablespoon Peanut butter (crunchy or smooth)
Approx 7 raisins
Clean celery using a wet paper towel. Take peanut butter and spread evenly into the curve of the celery. Scatter raisins on top.
This old classic will never get boring. It’s fun to make, fun to talk about, and fun to eat. It is a healthy alternative to chips and dip.
Reference:
www.fruitsandveggiesmorematters.org
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
Illness Prevention and Emergencies
As a licensed child care provider my biggest fear is having a child choke and worse yet requiring CPR. It is important that preemptive measures such as CPR and First Aid training be obtained by all child care educators on a regular basis. Though we all hope to never be put in a situation that requires these skills be put into action, it is comforting to know that we are prepared.
Owning a licensed large family daycare allows me the opportunity to touch the lives of children ranging in age from 6 weeks to 12 years. However this also presents challenges on how to keep them all safe and happy when there is such a range of interests and abilities. Each morning we have the children who are over the age of one, participate in a craft. This may be painting, coloring or creating something exciting. A completely probable choking hazard that could occur is one of the craft supplies such as the beloved googley eyes falling to the floor and staying there unnoticed. A short time later my newly mobile 9 month old boy, ‘C’, finds the googley eye and as like most curious infants sticks it in his mouth and then he begins to choke.
Immediately upon realizing that ‘C’ is choking I would go over and pick him up. I would stick my index finger in his mouth and see if I could sweep the item out. Thankfully ‘C’ is still conscious so there is no need at this point to perform CPR, however I was not able to get the item out with my finger. Next, I would flip him over so that his belly was on my forearm head down to the floor and thrust him, in the back hoping to dislodge the item. Thankfully after several thrusts the item comes loose and flies out of his mouth and on to the floor. This is when I realize he was choking on a googley eye from this morning’s art project. While all of this is occurring my assistant is distracting the other children and is standing by to call 911 if needed. After ‘C’ is calmed down and out of harms way I would make a call to his parents notifying them of the situation. Because he did not lose consciousness and the item was easily removed there is little need for follow up with his doctor.
“Knowledge of and training in basic emergency response procedures are essential for the teacher” (Robertson, 2010). One of the most important things I teach the children in my care is how to avoid incidents like this from happening. We always inspect the area after craft time and eating time. The children are very diligent in cleaning up because we have gone over the cause and effect of leaving small items on the floor for the babies to find.
Everyday the children in my care enjoy outside time. A possible situation that would involve CPR could easily occur while outside. All the children are taking turns on the playground equipment, some on the swings and a few going down the slide. Suddenly I look over and ‘A’ is lying down in front of the swing unconscious. I asses the situation and believe that he was walking in front of the swing set and knocked over by one of the swinging children. My assistant immediately gathers all of the children and goes to a different part of the playground so they will not only be not scared by the situation but out from under foot. She also calls 911 from her cell phone (which we always carry for in caser a situation like this occurs) and lets them know of the situation. First, I gently shake ‘A’ to see if he is responsive. Unfortunately he is not. I then do a quick sweep of his mouth to make sure he is not choking on anything. When I find that his airway clear I begin to administer CPR.
First I tilt his head back slightly at cover his nose with my finger and give him a rescue breath checking that his chest rises and falls. Second I begin chest compressions by taking the heel of my hand and compressing the chest 30 times and then give 2 more rescue breaths. This is done at a very fast pace. After 5 cycles ‘A’ suddenly opens his eyes and begins to cough. I then roll him on his side in case vomiting begins. At this point my assistant takes the children inside and calls ‘A’‘s parents and lets them know of the situation and that they should immediately come to the daycare. I would wait outside with ‘A’ until medical help arrives so that he can be checked to see if there are any problems.
One of the things I love most about being a large family provider is that I have a full time assistant that is able to handle the situations with me. Her ability to watch over the other children allows me to focus solely on the crisis at hand. If I had not had an assistant I would have done CPR for approximately 2 minutes and then stopped to call 911. If a situation like the above examples should happen the most important thing to remember is to act immediately and stay calm (Robertson, 2010).
Even though as child care providers our hope is to be able to return the children to their parents each day enriched with more knowledge and maybe a little dirty from fun play, there is the possibility of an accident occurring. In the case of my daycare teamwork plays an important role in crisis management. It is vital that each person know their role in a situation that requires immediate attention such as choking or an unconscious child. A plan should be put in place for various situations no matter how improbable the chance of them occurring. There should also be a designated place for all important information such as parents’ phone numbers, evacuation routes, and safety numbers such as poison control. Everyone at the daycare should know where this file is located, even older children so that they can be an extra set of hands during a crisis.
Reference:
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
Owning a licensed large family daycare allows me the opportunity to touch the lives of children ranging in age from 6 weeks to 12 years. However this also presents challenges on how to keep them all safe and happy when there is such a range of interests and abilities. Each morning we have the children who are over the age of one, participate in a craft. This may be painting, coloring or creating something exciting. A completely probable choking hazard that could occur is one of the craft supplies such as the beloved googley eyes falling to the floor and staying there unnoticed. A short time later my newly mobile 9 month old boy, ‘C’, finds the googley eye and as like most curious infants sticks it in his mouth and then he begins to choke.
Immediately upon realizing that ‘C’ is choking I would go over and pick him up. I would stick my index finger in his mouth and see if I could sweep the item out. Thankfully ‘C’ is still conscious so there is no need at this point to perform CPR, however I was not able to get the item out with my finger. Next, I would flip him over so that his belly was on my forearm head down to the floor and thrust him, in the back hoping to dislodge the item. Thankfully after several thrusts the item comes loose and flies out of his mouth and on to the floor. This is when I realize he was choking on a googley eye from this morning’s art project. While all of this is occurring my assistant is distracting the other children and is standing by to call 911 if needed. After ‘C’ is calmed down and out of harms way I would make a call to his parents notifying them of the situation. Because he did not lose consciousness and the item was easily removed there is little need for follow up with his doctor.
“Knowledge of and training in basic emergency response procedures are essential for the teacher” (Robertson, 2010). One of the most important things I teach the children in my care is how to avoid incidents like this from happening. We always inspect the area after craft time and eating time. The children are very diligent in cleaning up because we have gone over the cause and effect of leaving small items on the floor for the babies to find.
Everyday the children in my care enjoy outside time. A possible situation that would involve CPR could easily occur while outside. All the children are taking turns on the playground equipment, some on the swings and a few going down the slide. Suddenly I look over and ‘A’ is lying down in front of the swing unconscious. I asses the situation and believe that he was walking in front of the swing set and knocked over by one of the swinging children. My assistant immediately gathers all of the children and goes to a different part of the playground so they will not only be not scared by the situation but out from under foot. She also calls 911 from her cell phone (which we always carry for in caser a situation like this occurs) and lets them know of the situation. First, I gently shake ‘A’ to see if he is responsive. Unfortunately he is not. I then do a quick sweep of his mouth to make sure he is not choking on anything. When I find that his airway clear I begin to administer CPR.
First I tilt his head back slightly at cover his nose with my finger and give him a rescue breath checking that his chest rises and falls. Second I begin chest compressions by taking the heel of my hand and compressing the chest 30 times and then give 2 more rescue breaths. This is done at a very fast pace. After 5 cycles ‘A’ suddenly opens his eyes and begins to cough. I then roll him on his side in case vomiting begins. At this point my assistant takes the children inside and calls ‘A’‘s parents and lets them know of the situation and that they should immediately come to the daycare. I would wait outside with ‘A’ until medical help arrives so that he can be checked to see if there are any problems.
One of the things I love most about being a large family provider is that I have a full time assistant that is able to handle the situations with me. Her ability to watch over the other children allows me to focus solely on the crisis at hand. If I had not had an assistant I would have done CPR for approximately 2 minutes and then stopped to call 911. If a situation like the above examples should happen the most important thing to remember is to act immediately and stay calm (Robertson, 2010).
Even though as child care providers our hope is to be able to return the children to their parents each day enriched with more knowledge and maybe a little dirty from fun play, there is the possibility of an accident occurring. In the case of my daycare teamwork plays an important role in crisis management. It is vital that each person know their role in a situation that requires immediate attention such as choking or an unconscious child. A plan should be put in place for various situations no matter how improbable the chance of them occurring. There should also be a designated place for all important information such as parents’ phone numbers, evacuation routes, and safety numbers such as poison control. Everyone at the daycare should know where this file is located, even older children so that they can be an extra set of hands during a crisis.
Reference:
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
Health and Crisis Planning
Today’s society offers an array of dangers both natural and man made that we must prepare for. As Early Childhood Educators it is our responsibility to have a well thought and documented plan put in place should a disaster happen while children are in our care. Two possible disasters that could occur in my Large Family Daycare located in Wilmington, Delaware are an unhappy and potentially dangerous parent, and a spontaneous fire.
It is important when a child is enrolled in a daycare situation whether it is in a center or family care situation that the provider has a complete picture of who is allowed to pick up the child. It should never be an assumption that both mom and dad are in the picture and active in the child’s life. If one parent is ordered by the court to not have contact with the child, it is imperative that paperwork be kept on file and all staff be notified. It is important to speak with the custodial parent to see if a possible conflict might occur.
A scenario that could easily unfold is that of a girl, age 2, enrolled at my large family daycare. At the time of enrollment 6 months ago both parents resided together and were allowed access to the child. However, one month ago, the mother filed paperwork for divorce and a protection from abuse order (PFA) was issued because of continued spousal abuse. The mother brings paperwork to my daycare stating that the father is not allowed to pick up child. She also states that the father has been repeatedly calling the mother and she worries that he will show up. The next afternoon the father pulls up in front of my daycare. I see this and immediately say to my assistant our code word. This word alerts her that there is a potentially dangerous situation.
Since we have been warned that this could occur a plan has been put into place. Immediately I would lock the front door and call 911 stating first that we are a home daycare with children present, the situation and referring to the paperwork we have on file. At the same time, my assistant is to gather the children, quickly but without scaring them, and move them to a back room (which in this case because it is a family care situation, the safe room is my master bedroom) that is equipped with a door lock. In order to prepare for this possible situation we have prepared a box in the closet with a few toys, diapers for each child and wipes, along with a list of parent phone numbers. I would then proceed to call out through the locked front door that we have paperwork stating that he is not able to pick up his daughter and the police have been notified and are in route. After settling the children my assistant would then phone the girls mother to let her know of the situation. To avoid alerting any of the children to the situation a code word has been established between the parent, my assistant and I. While my assistant’s sole objective is to keep the children safe yet unknowing of the potential harm, my role is to keep out the potential danger.
Due to the fact that we were given notice that this incident may occur we were able to set up a code word with the parent and mentally prepare for this challenge. Even if their was not advanced planning with the parent, there should definitely be with in the daycare. A code word should be put in place within the daycare that all workers know, including any substitutes or volunteers, that alerts the threat of danger regardless of the situation, (Robertson, 2010). It is important that the parents be truthful with their daycare providers and let them know when things are occurring at home. This is could be something as serious as this situation or the arrival of a new pet.
Another possible scenario that could occur during daycare hours is a fire. As early childcare professional this is one of the scariest possibilities because it will always start without warning and requires immediate response. There is no room for error. “Every early child childhood education environment should have a written plan that includes a diagram about emergency evacuation,” (Robertson, 2010). Each person should know what their role is and practice it on a monthly basis with the children. The children should be familiar with the sound of the smoke detector alarm so that they are not frightened by the sound.
The following is a scenario that could easily unfold at my large family home daycare. At approximately 10:30am I am in the kitchen cooking lunch. We are having hamburger helper because it is one of the children’s favorites. They are busy in the play room with my assistant reading books and eagerly anticipated lunch. Suddenly some of the hamburger grease leaks onto the gas flame on the stove top. It quickly engulfs the pan and triggers the smoke detector. I yell out to my assistant our danger code word so she is aware that this is in fact not a drill. Her main responsibility is to get the children outside to our safe spot. Because we have practiced this monthly, all the children (who can walk) have assembled at the front door upon hearing the alarm, each holding a buddy’s hand. She scopes of the infants and after a quick count she proceeds out the door and to our safe place at the telephone pole where she waits for me. As she is dealing with the children, I first attempt to use the fire extinguisher to put out the fire and luckily I am successful. However, if I had not been able to put out the fire in a short amount of time (maybe 30 or 45 seconds) I would have proceeded to leave the kitchen and head for the exit. An emergency file with all important phone numbers such as parent contact info and a basic first aid kit is always left by the exit so that I can grab that as I am walking. Once outside I would call 911 and report the situation. We would then asses the situation and decide if the children need to be taken to a second location (the park) farther away where parents will be notified and able to come pick up their children.
It is important to remember that getting the children out of harms way is the number one priority. There is no time to make sure they put their shoes on or to grab their blanket because once a fire has started in can engulf the whole daycare in a matter of minutes. A great way to prepare for this disaster is to have monthly fire drills at sporadic times. It is also essential that we involve the parents. ”The teacher must discuss emergency procedures with parents so they are familiar with the practice and drills the children are performing,” (Robertson, 2010). Having them do monthly fire drills with their children will ensure their safety at home. Parents can also reinforce things such as don’t play with matches and the stop, drop, and roll routine at home.
It is important to have safety plans outlined and practiced for all types of probable disasters in your area both natural and man made. Had we not a plan in place the above disasters probably would have ended badly. It is important to go over these procedures periodically with the daycare parents so they can be aware of any changes that have been
made. Parents should be aware of where the safe location is in the event that they should have to pick up. An emergency is not the time to be giving driving directions to a parent.
Reference:
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
It is important when a child is enrolled in a daycare situation whether it is in a center or family care situation that the provider has a complete picture of who is allowed to pick up the child. It should never be an assumption that both mom and dad are in the picture and active in the child’s life. If one parent is ordered by the court to not have contact with the child, it is imperative that paperwork be kept on file and all staff be notified. It is important to speak with the custodial parent to see if a possible conflict might occur.
A scenario that could easily unfold is that of a girl, age 2, enrolled at my large family daycare. At the time of enrollment 6 months ago both parents resided together and were allowed access to the child. However, one month ago, the mother filed paperwork for divorce and a protection from abuse order (PFA) was issued because of continued spousal abuse. The mother brings paperwork to my daycare stating that the father is not allowed to pick up child. She also states that the father has been repeatedly calling the mother and she worries that he will show up. The next afternoon the father pulls up in front of my daycare. I see this and immediately say to my assistant our code word. This word alerts her that there is a potentially dangerous situation.
Since we have been warned that this could occur a plan has been put into place. Immediately I would lock the front door and call 911 stating first that we are a home daycare with children present, the situation and referring to the paperwork we have on file. At the same time, my assistant is to gather the children, quickly but without scaring them, and move them to a back room (which in this case because it is a family care situation, the safe room is my master bedroom) that is equipped with a door lock. In order to prepare for this possible situation we have prepared a box in the closet with a few toys, diapers for each child and wipes, along with a list of parent phone numbers. I would then proceed to call out through the locked front door that we have paperwork stating that he is not able to pick up his daughter and the police have been notified and are in route. After settling the children my assistant would then phone the girls mother to let her know of the situation. To avoid alerting any of the children to the situation a code word has been established between the parent, my assistant and I. While my assistant’s sole objective is to keep the children safe yet unknowing of the potential harm, my role is to keep out the potential danger.
Due to the fact that we were given notice that this incident may occur we were able to set up a code word with the parent and mentally prepare for this challenge. Even if their was not advanced planning with the parent, there should definitely be with in the daycare. A code word should be put in place within the daycare that all workers know, including any substitutes or volunteers, that alerts the threat of danger regardless of the situation, (Robertson, 2010). It is important that the parents be truthful with their daycare providers and let them know when things are occurring at home. This is could be something as serious as this situation or the arrival of a new pet.
Another possible scenario that could occur during daycare hours is a fire. As early childcare professional this is one of the scariest possibilities because it will always start without warning and requires immediate response. There is no room for error. “Every early child childhood education environment should have a written plan that includes a diagram about emergency evacuation,” (Robertson, 2010). Each person should know what their role is and practice it on a monthly basis with the children. The children should be familiar with the sound of the smoke detector alarm so that they are not frightened by the sound.
The following is a scenario that could easily unfold at my large family home daycare. At approximately 10:30am I am in the kitchen cooking lunch. We are having hamburger helper because it is one of the children’s favorites. They are busy in the play room with my assistant reading books and eagerly anticipated lunch. Suddenly some of the hamburger grease leaks onto the gas flame on the stove top. It quickly engulfs the pan and triggers the smoke detector. I yell out to my assistant our danger code word so she is aware that this is in fact not a drill. Her main responsibility is to get the children outside to our safe spot. Because we have practiced this monthly, all the children (who can walk) have assembled at the front door upon hearing the alarm, each holding a buddy’s hand. She scopes of the infants and after a quick count she proceeds out the door and to our safe place at the telephone pole where she waits for me. As she is dealing with the children, I first attempt to use the fire extinguisher to put out the fire and luckily I am successful. However, if I had not been able to put out the fire in a short amount of time (maybe 30 or 45 seconds) I would have proceeded to leave the kitchen and head for the exit. An emergency file with all important phone numbers such as parent contact info and a basic first aid kit is always left by the exit so that I can grab that as I am walking. Once outside I would call 911 and report the situation. We would then asses the situation and decide if the children need to be taken to a second location (the park) farther away where parents will be notified and able to come pick up their children.
It is important to remember that getting the children out of harms way is the number one priority. There is no time to make sure they put their shoes on or to grab their blanket because once a fire has started in can engulf the whole daycare in a matter of minutes. A great way to prepare for this disaster is to have monthly fire drills at sporadic times. It is also essential that we involve the parents. ”The teacher must discuss emergency procedures with parents so they are familiar with the practice and drills the children are performing,” (Robertson, 2010). Having them do monthly fire drills with their children will ensure their safety at home. Parents can also reinforce things such as don’t play with matches and the stop, drop, and roll routine at home.
It is important to have safety plans outlined and practiced for all types of probable disasters in your area both natural and man made. Had we not a plan in place the above disasters probably would have ended badly. It is important to go over these procedures periodically with the daycare parents so they can be aware of any changes that have been
made. Parents should be aware of where the safe location is in the event that they should have to pick up. An emergency is not the time to be giving driving directions to a parent.
Reference:
Robertson, Cathie. Safety, Nutrition and Health in Early Education. 4th edition. Wadsworth Pub Co, 2010. Print.
Safety in Early Childhood Enviornments
For infants and toddlers the world is an exciting new adventure. They are learning skills that will help in their exploration. However there are also many dangers lurking. Fortunately, with proper supervision most infants and toddlers can avoid harm.
One the most common safety hazards for infants is Sudden Infant Death Syndrome (SIDS). SIDS is the unexplained death, usually during sleeping, of a seemingly healthy baby. Though SIDS is unpredictable there are precautions you can take to lower your child’s risk. Easy steps such as putting your baby to sleep on their backs, refrain from smoking around your baby, and consider introducing a pacifier at bedtime (Mayo clinic staff, 2009). It is important that you speak to your child care provider to ensure that they are also following these guidelines.
Usually about 6 months or so infants start becoming mobile. First crawling, then cruising and eventually walking. While this can be an exciting time it can also pose two major safety concerns, pulling heavy items down on top of them and also picking up foreign objects off of the floor and putting them in their mouths. Items with cords that lay on the floor are easy targets for a newly mobile and curious infant to pull over, for example table lamps. Another dangerous situation is a television that is sitting on an unsteady table could tumble over. To prevent these accidents simply get down on the floor and look around. Any cords should be secured and if possible disconnected or hidden. While on the floor you should inspect the area for any objects such as outside debris. A child can ingest something poisonous or worse yet choke.
Bath time can be a fun bonding experience for you and your child. However it can also pose several safety hazards such as the water being too hot and burning the child or
accidental drowning. There are plenty of ways to insure the water is the proper temperature such as using a floating thermometer with a safety zone guide. They have them now in cute animal shapes so it can also double as a toy. It is also a good idea to set your water heater to 120 degrees to avoid accidental scalding (Jana, MD., F.A.A.P., 2001). Bathtubs are slippery places for infants and toddlers. To ensure that they are able to sit without falling over which could lead to an accidental drowning, it is important to have a safety seat or at the very least a rubber non skid mat on the bottom of the tub.
As your infant’s day draws to a close and you sit in your rocking chair to feed him his bed time bottle, please be aware of yet another dangerous possibility. It is important to test you babies’ bottle to see if it is the correct temperature, especially if it was heated in the microwave because that can lead to hot spots. Gently shaking the bottle and squirting a few drops onto the back of your wrist should do the trick.
References
Jana, MD., F.A.A.P., L. (2001). Bathtub Safety. Dr. Spock, Retrieved from http://www.drspock.com/article/0,1510,5223,00.html
Mayo Clinic Staff, . (2009). Sudden infant death syndrome, prevention. Retrieved from http://www.mayoclinic.com/health/sudden-infant-death- syndrome/DS00145/DSECTION=prevention
One the most common safety hazards for infants is Sudden Infant Death Syndrome (SIDS). SIDS is the unexplained death, usually during sleeping, of a seemingly healthy baby. Though SIDS is unpredictable there are precautions you can take to lower your child’s risk. Easy steps such as putting your baby to sleep on their backs, refrain from smoking around your baby, and consider introducing a pacifier at bedtime (Mayo clinic staff, 2009). It is important that you speak to your child care provider to ensure that they are also following these guidelines.
Usually about 6 months or so infants start becoming mobile. First crawling, then cruising and eventually walking. While this can be an exciting time it can also pose two major safety concerns, pulling heavy items down on top of them and also picking up foreign objects off of the floor and putting them in their mouths. Items with cords that lay on the floor are easy targets for a newly mobile and curious infant to pull over, for example table lamps. Another dangerous situation is a television that is sitting on an unsteady table could tumble over. To prevent these accidents simply get down on the floor and look around. Any cords should be secured and if possible disconnected or hidden. While on the floor you should inspect the area for any objects such as outside debris. A child can ingest something poisonous or worse yet choke.
Bath time can be a fun bonding experience for you and your child. However it can also pose several safety hazards such as the water being too hot and burning the child or
accidental drowning. There are plenty of ways to insure the water is the proper temperature such as using a floating thermometer with a safety zone guide. They have them now in cute animal shapes so it can also double as a toy. It is also a good idea to set your water heater to 120 degrees to avoid accidental scalding (Jana, MD., F.A.A.P., 2001). Bathtubs are slippery places for infants and toddlers. To ensure that they are able to sit without falling over which could lead to an accidental drowning, it is important to have a safety seat or at the very least a rubber non skid mat on the bottom of the tub.
As your infant’s day draws to a close and you sit in your rocking chair to feed him his bed time bottle, please be aware of yet another dangerous possibility. It is important to test you babies’ bottle to see if it is the correct temperature, especially if it was heated in the microwave because that can lead to hot spots. Gently shaking the bottle and squirting a few drops onto the back of your wrist should do the trick.
References
Jana, MD., F.A.A.P., L. (2001). Bathtub Safety. Dr. Spock, Retrieved from http://www.drspock.com/article/0,1510,5223,00.html
Mayo Clinic Staff, . (2009). Sudden infant death syndrome, prevention. Retrieved from http://www.mayoclinic.com/health/sudden-infant-death- syndrome/DS00145/DSECTION=prevention
Subscribe to:
Posts (Atom)