ECEA 300 Child Health, Safety and Nutrition
Part 1 Think Deeper
1. Early childhood programs keep children safe when their facilities, materials, and equipment are hazard-free and all staff use safety practices, such as active supervision. Prevention is often the best form of safety, and so taking the time to plan a hazard-free classroom environment can go a long way toward minimizing the chance of injuries. It is important to understand the impact of safety on healthy development. Describe the areas in an early childhood setting that must be safe for the well- being of children. (Page 395)
Foundations of a child’s well-being
What proactive actions and responsive teaching strategies can be used to meet a child’s needs in each of the areas?
Physical safety- freedom from threat of harm
Emotional safety- freedom from fear and violence
Freedom to learn and thrive
· Basic Needs
The classroom as a refuge for children (Page 397)
2. Most child injuries are preventable. Unfortunately, injuries are the leading cause of death in children in Canada. The leading causes of unintentional injury vary by age and include drowning, poisoning, suffocation, fires, burns, falls, and motor vehicle, bicycle, and pedestrian-related crashes. Most injuries are preventable by modifying the child’s environment (e.g., use of stair gates) and having parents engage in safety practices (e.g., keeping matches or lighters out of reach of children).
Effective injury prevention methods include the use of childproof caps on medications and household poisons, age-appropriate restraints in motor vehicles (i.e., car seats, booster seats, seat belts), bicycle helmets, and a four-sided fence with a locked gate around residential swimming pool.
a. What are unintentional injuries? (Page 398)
b. View Figure 13-1, what are the 10 leading causes of non-fatal injuries?
c. What is a risk factor? Describe a variety of risk factors.
Risk factor
Description
Child age and developmental maturity
Child’s sex
Child’s individual behavior style
Location of child’s residence
3. Unintentional injuries are the single leading cause of death for British Columbia children and youth aged 1-24. On average, a British Columbia child or youth is hospitalized every 40 minutes due to an unintentional injury. Each year more than 260 children are killed and over 12,000 children are hospitalized as a result of unintentional injuries. Educators and staff are all responsible for the safety of children in a childcare setting. When educators are aware, involved, and proactive, they are instrumental in safeguarding a child’s well-being. (Page 404)
Safe practices
Describe how this practice impacts a child’s safety. Why is this practice important?
Providing a safe facility- careful planning for children’s play spaces and child proofing can minimize the risk of injury.
Developing safety policies and procedures- demonstrate an understanding of the role of the team in developing and promoting changes in service philosophy, policies, and procedures to improve the quality of service
Hiring Safe Personnel-Work within the expectations and guidelines established in job descriptions, policies, procedures, and codes of conduct (Page 410)
Providing Orientation- provide appropriate orientation, support, guidance, supervision, and interpretation of practice to students, volunteers, and new staff
Monitoring for compliance with safety rules
Building collaborations with others
Obtaining Insurance and Legal Counsel
Making a professional commitment to safety
Implementing program safety practices
Modeling safe behaviors- model good practice with colleagues, students, and volunteers
Teaching safety skills
Supervising children and taking action when needed
Sharing safety messages with families
4. There are many factors involved in designing appropriate environments for children. The environment should:
· support the physical safety and emotional security of the child
· convey a sense of welcome and familiarity for the child and family
· provide space for children to ease gradually into the classroom
· address children’s age, developmental, and educational needs
· be culturally appropriate and developmentally accessible
· inspire exploration and discovery
· support teaching and learning
Rank the factors from most important to least important. Explain your thinking.
5. Analyze Figure 13-5 (Page 420) Classroom Space Use Plan, Figure 13-7 Safety Checklist for Children’s Environments (Page 425), Figure 13-8 Attributes of Safe Indoor Play Areas (page 426), Figure 13-9 Sample Schedule for Cleaning and Sanitizing Toys (Page 428), Figure 13-10 Toy Characteristics Checklist (Page 431), and Figure 13-5 (Page 439) Playground Maintenance Checklist.
a. When you begin working in a childcare setting, would you encourage your employer to use these checklists? Why? Or why not?
6. Effective childcare management strategies create an orderly learning environment and promote cognitive, social, and emotional and physical growth and development. Describe safe classroom routines below. (Page 444)
Safe Classroom Routines
What does this look like in a childcare facility?
Organizing the Enrollment Process
· gathering enrollment information
· arranging orientation visits
Creating a Predictable Plan of Activities
· designing a daily schedule
· teaching children daily routines
· implementing smooth transitions
· addressing disruptions
Developing Secure Policies and Procedures
· ensuring safety at arrival and departure
· signing in and out
· releasing children to appropriate adults
· monitoring child attendance
· contacting parents about child absence
· tracking the number of children in attendance throughout the day
Transporting children safely (Page 450)
Using Appropriate Supervision Strategies
· supervising by sight and sound
· assigning children to specific teachers
· coordinating supervision with team teachers
· reassuring children that they are safe
Supervising classroom activities
· planning a reasonable balance of activities
· ensuring that activities do not introduce food allergens
· planning interactions with animals
· monitoring activities that involve water
· scanning the environment to keep focused and alert
Supervising Outdoor activities
· planning outdoor playtime
· using supervision zones
· supervising actively
Supervising special situations
· supervising field trips
· supervising when substitutes are assigned
· supervising visitors and volunteers
· supervising family events
Classroom management practices (Page 460)
· use developmentally appropriate management practices
· manage behaviors and situations as they occur
· teach and model safe behaviors
Safety needs of infants (Page 461)
· using infant-appropriate management practices
· managing behaviors and situations as they occur
· teaching and modelling safe behaviors
Safety needs of toddlers
· using toddler appropriate management practices
· managing behaviors and situations as they occur
· teaching and modeling safe behaviors
Safety needs of preschoolers
· using preschooler-appropriate management practices
· managing behaviors and situations as they occur
· teaching and modeling safe behaviors
Safety needs of school-age children (Page 466)
· using age-appropriate management practices
· managing behaviors and situations as they occur
· teaching and modeling safe behaviors
Safety needs of children with special needs
(Page 467)
· using appropriate safety practices for children with special needs
· managing behaviours and situations as they occur
· teaching and modeling safe behaviours:
-children with physical disabilities
-children who have hearing impairments
-children who have vision impairment
-children who move in wheelchairs
-children with ADHD
-children with diabetes
-children with special health concerns
Managing special situations:
· confronting strangers in the children’s environments
· navigating complicated family issues
· intervening when families are observed being unsafe
7. Child maltreatment includes all types of abuse and neglect of a child under the age of 18 by a parent, caregiver, or another person in a custodial role. Teachers are ethically and legally mandated to make a report immediately if they suspect child maltreatment has occurred. Teachers must know who to call and be prepared to describe circumstances that have led them to suspect that maltreatment has occurred. The prevention of maltreatment is a community responsibility. It is best achieved when it is included as a foundation in community efforts that focus on creating safe communities, strengthening all families, and raising healthy children.
Describe the signs of maltreatment below. (Page 482)
Resource: HealthLink BC- Child Abuse and Neglect https://www.healthlinkbc.ca/health-topics/child-abuse-and-neglect
Sign of maltreatment
Child physical signs
Child behavior signs
Parent behavior signs
Physical abuse
Emotional abuse
Sexual abuse and exploitation
Neglect
a. What is the ethical and moral responsibility of an educator when they suspect or if a child discloses any form of abuse? (Page 488)
b. Describe the physical and behavioral signs and parent behaviors that maybe evident if a child is being maltreated. (Page 482)
c. What should an educator do and not do when a child discloses abuse? (Page 486)
d. How important is it to develop, implement and maintain policies and procedures for ensuring the personal safety of staff? Why? (Page 489)
e. What are the long-term consequences of maltreatment? (Page 491)
f. What is trauma-informed care to support healing? (Page 493)
g. Describe factors that support resilience and build protective factors and help children regain hope through activities. (Page 493)
h. How important is it to respond to allegations of misconduct by staff or others working with children? Why? (Page 497)
i. Knowing how to touch children appropriately is important. List suitable ways to touch children. (Page 498)
j. Analyze the lesson plans on page 499. Why is it important to teach children about safe touch and how to say stop? Would you teach this lesson? Why?
Part 2 Connect and Reflect
8. Read Section 2- Facility Requirements and regulations around safety in the BC Child Care Licensing Regulation at http://www.bclaws.ca/Recon/document/ID/freeside/332_2007 or below.
Division 2 — Facility Requirements
Environment
13 (1)A licensee must ensure that a healthy and safe environment is provided at all times while children are under the supervision of employees.
(2)A licensee must ensure that the community care facility and the furniture, equipment, and fixtures within it are clean and in good repair while children are in attendance.
(3)A licensee must ensure that, on the premises of a community care facility or in a vehicle used by employees to transport children,
(a)no one engages in restricted consumption while children are under the supervision of employees,
(b)a child who consumes medical cannabis is supervised by an employee, and
(c)no one grows or stores cannabis, except medical cannabis.
(4) If a child who requires extra support is attending the community care facility, the licensee must ensure that the physical structure of the community care facility is modified to meet the needs of the child while the child is in attendance.
(5) In this section:
“activated e-cigarette” has the same meaning as in the Tobacco and Vapour Products Control Act;
“cannabis” has the same meaning as in the Cannabis Control and Licensing Act;
“e-cigarette” has the same meaning as in the Tobacco and Vapour Products Control Act;
“medical cannabis” has the same meaning as in the Cannabis Control and Licensing Act;
“restricted consumption” means the following:
(a)to smoke or use tobacco or hold lighted tobacco;
(b)to use an e-cigarette or hold an activated e-cigarette;
(c)to smoke or vape cannabis;
“smoke or vape cannabis” has the same meaning as in section 60 of the Cannabis Control and Licensing Act;
“tobacco” has the same meaning as in the Tobacco and Vapour Products Control Act.
[am. B.C. Regs. 178/2016, Sch. 4; 118/2020, App. 1, s. 4.]
Physical requirements of facility
14 (1)A licensee, other than a licensee who provides a care program described as Family Child Care or Child-minding, must have for each child at least 3.7 m2 of usable floor area in the community care facility, excluding
(a)hallways,
(b)built in storage areas,
(c)bathrooms, and
(d)fixed appliances, or, if not fixed, large appliances that are not normally moved from one area to another.
(2)A licensee must have one toilet and wash basin for every 10 children or fewer.
(3)A licensee, other than a licensee who provides a care program described as Family Child Care or In-Home Multi-Age Child Care, must ensure that the toilets and wash basins referred to in subsection (2) are on the same floor as the community care facility.
(4)A licensee, other than a licensee who provides a care program described as either Preschool (30 Months to School Age) or Group Child Care (School Age), must have in a community care facility a sturdy surface for changing diapers, located outside the food preparation area, next to both
(a)a covered container for soiled clothing, and
(b)a wash basin.
(5) Subsections (1) to (4) do not apply to a licensee who provides a care program described as School Age Care on School Grounds except that, if care is provided in a building that is not equipped with toilets and wash basins, the licensee must ensure that children’s access to a bathroom is supervised in a manner that is appropriate for the age and development of the children.
[am. B.C. Regs. 202/2011, s. 4; 130/2021, s. 6.]
Exception for Recreational Care
14.1 (1)Section 14 does not apply to a licensee who provides a care program described as Recreational Care if the licensee complies with this section.
(2)A licensee must ensure that, in areas of the community care facility used for a children’s activity, the usable floor area, excluding the areas referred to in section 14 (1) (a) to (d), is sufficient to ensure the health and safety of children participating in the activity.
(3)A licensee must have sufficient urinals, toilets and wash basins to meet the needs of children in care.
[en. B.C. Reg. 130/2021, s. 7.]
Furniture, equipment and fixtures
15 (1)A licensee must supply equipment, furniture and supplies that are
(a)of sturdy and safe construction, easy to clean and free from hazards, and
(b)located so as not to block or hamper an exit in the case of fire or other emergency.
(1.1) Subsection (1) does not apply to a licensee who
(a)provides a care program described as School Age Care on School Grounds, and
(b)is a board of education.
(2)A licensee must ensure that each piece of furniture or equipment for sleeping
(a)is used by only one child at a time,
(b)is clean and comfortable, and
(c)is appropriate for the size, age and development of the children intended to use it.
(3)A licensee providing a care program to any child younger than 36 months of age must provide a separate sleeping area located away from any activity area.
[am. B.C. Reg. 130/2021, s. 8.]
Play area, materials and equipment
16 (1)A licensee must have
(a)at least 6 m2 of outdoor play area for each child, or
(b)if the license provides more than one type of care program, an outdoor play area that meets the requirement set out in paragraph (a) for the type of care program, provided by the licensee, with the largest maximum group size permitted in Column 2 of the table in section 1 of Schedule E.
(2) Subsection (1) does not apply to the following:
(a)a licensee who provides a care program described as Occasional Child Care or Child-minding.
(b)a licensee who provides a care program described as Family Child Care, but the licensee must provide an indoor and outdoor play area for children.
(2.1) A licensee may use the same outdoor play area at the same time for more than one care program if
(a)the care programs are of the same type as prescribed in Column 1 of section 1 of Schedule E,
(b)there is no increase in the risk to the health and safety of children,
(c)the licensee complies with the requirement set out in subsection (1) (a), and
(d)the licensee continues to comply with the ratio of employees to children prescribed in Column 4 of section 1 of Schedule E.
(3)A licensee must ensure that the entire outdoor play area is
(a)enclosed in a manner that is suitable for the age and development of children, and will ensure that children are free of harm, and
(b)constructed in a manner, and using materials, that are suitable for the age and development of the children intended to use it.
(4)A licensee must ensure that all indoor and outdoor play materials and equipment accessible to children are
(a)suitable for the age and development of the children, and
(b)safely constructed, free from hazards and in good repair.
(5) Subsections (1) (a), (3) and (4) do not apply to a licensee who provides a care program described as School Age Care on School Grounds except that a licensee who is not a board of education must ensure that any play materials or equipment provided by the licensee is appropriate for the age and development of the children in care.
(6) Subsections (1) to (3) do not apply to a licensee who provides a care program described as Recreational Care.
[am. B.C. Regs. 202/2011, s. 5; 178/2016, Sch. 1, s. 6; 130/2021, s. 9.]
Hazardous objects and substances
17 A licensee must ensure that children do not have access to any object or substance that may be hazardous to the health or safety of a child.
Emergency training and equipment
22 (1)A licensee must have all the following:
(a)emergency exits and a fire drill system approved by a local assistant within the meaning of the Fire Services Act;
(b)an emergency plan that sets out procedures to prepare for, mitigate, respond to and recover from any emergency.
(2)A licensee must ensure that each employee
(a)is trained in the implementation of the fire drill system and emergency plan described in subsection (1), including the use of any equipment noted in the fire drill system and emergency plan,
(b)practices implementing the fire drill system at least once each month, and
(c)practices implementing the emergency plan at least once each year.
(3)A licensee must display a copy of the fire drill system in a prominent place in the community care facility.
(4)A licensee must ensure that all employees have access, in an emergency, to reliable communications equipment.
First aid
23 (1)A licensee must ensure that children have at all times immediate access to an employee who
(a)holds a valid first aid and CPR certificate, provided on completion of a course that meets the requirements of Schedule C,
(b)is knowledgeable respecting each child’s medical condition, if any, and
(c)is capable of effectively communicating with emergency personnel.
(2)A licensee must have first aid kits that are readily accessible to all employees, including while care is provided off the community care facility premises.
Notification of illness or injury
55 (1)A licensee must immediately notify a parent or emergency contact if, while under the care or supervision of the licensee, the child
(a)becomes ill or is injured, or
(b)is involved in, or may have been involved in, a reportable incident described in Schedule H.
(1.1) In the case of a licensee who provides a care program described as Child-minding, the parent to be notified under subsection (1) is the parent who is on the premises on which the child-minding service operates.
(2)A licensee must notify the medical health officer within 24 hours after
(a)a child is involved in, or may have been involved in, a reportable incident described in Schedule H while under the care or supervision of the licensee
Safety Measures required in a childcare facility
Why is this measure important? Who is responsible to complete this task?
Conduct safety checks of grounds, facilities, furnishings, equipment, and materials
Identify unsafe items for removal, replacement, or repair
Maintain compliance with provincial licensing regulations such as staff- child ratios, first aid training, and practicing fire and earthquake drills
Demonstrate up to date knowledge of current licensing regulations and requirements
Comply with current legislative and regulatory requirements such as Criminal Record Checks and nutrition
Comply with current licensing regulations to staff, families, volunteers, and others as needed
Report licensing related issues promptly and appropriately
Maintain regular and ongoing communication with licensing officers within established protocols
Practice universal precautions for all personal care activities
Develop, implement, and maintain emergency procedures and protocols including those for fire, earthquake, and critical incidents
Demonstrate up-to-date knowledge of illness and injury prevention strategies that ensure health and safety such as sleeping positions and SIDS
Develop, implement, and maintain policies and procedures for ensuring the personal safety of staff
Part 3 Theory in Practice
9. Children need consistency in their daily routines. They thrive on routine; it helps them make sense of the world and gives them a sense of security. An appropriately structured routine can help reinforce positive behaviors in children and minimize negative behaviors. (Page 447)
a. Create a detailed daily Schedule for 3–5-year-olds.
10. The day is going well. Suddenly, you hear Chelsea crying. She is holding her stomach and pointing at Andrew. She tells you that he just punched her in the stomach.
a. What would you say and do in this situation?
b. How would you approach Chelsea and Andrew’s parents and what would you say? How would you support the families?
c. Why is it important to address violence in children’s play? (Page 494)
d. How could you build conflict resolution strategies and problem-solving skills for Chelsea and Andrew? (Page 496)
e. Design a lesson plan to encourage conflict resolution.
Thoughtfully created lesson plans ensure that programming is informed by knowledge of each child’s unique needs, stage of development, and learning style. An effective lesson plan will ensure children learn and have fun while meeting necessary learning goals using evidence-based principles and practices. A lesson will not contain all the principles and practices below, but an educator should strive to include as many as possible.
When planning a lesson include the following practices and principles:
· Be play based
· Promote inclusion and diversity
· Develop the whole child: social and emotional, cognitive, physical, communicative, and cultural development
· Include an appropriate balance of child-initiated, adult guided, structured, and open-ended activities
· Use a variety of teaching methods and include children’s literature
· Be developmentally appropriate, stimulating and interest the child
· Provide opportunities to participate in individual, small and large group activities
· Programming should be culturally appropriate and affirming and be consistent with the philosophy and policies of the center
· Share responsibility for program planning, evaluation, and implementation amongst all staff members
· Improve programming based on self reflection, current research and emerging trends that reflect good practice
· Follow the format design below:
· Teaching wellness message:
· Learning outcome:
· Vocabulary focus:
· Safety watch:
· Target age group:
· Goal:
· Materials:
· Activity Plan:
· How to adjust the activity:
11. Toys are selected to support developmentally appropriate exploration and interaction while ensuring that health and safety guidelines are followed. (Page 427) Look online and pretend to buy 10 items that could be used in a childcare facility. List the item, the cost, and the rationale for choosing the item. Use the information provided in Figure 13-10 (Page 431) to guide your selections. Happy shopping!
Item- Include description or image
Cost
Rationale for choosing the item? At what age would this item be appealing to children?
12. Analyze the lessons on page 460 that teach children to follow safety rules.
a. Would you teach this lesson? Why or why not?
b. List two other lesson ideas that need to be taught to children around responding to emergencies.
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