Safety, Nutrition and Health in Early Childhood

SAFETY PRACTICES AND POLICIES

Children are prone to accidents, it comes natural to them. It is not uncommon to see a child with scratches and bruises on their body. They love to be active and to explore the world. Unfortunately, most children are unaware of exactly what their bodies are capable of doing and sometimes exceed their limit. When this happens, accidents occur and the child gets hurt; sometimes they are minor incidents and sometimes major. In order to help prevent such accidents from happening it is important for us as teachers and parents to be aware of what our children can do, what limits we must set for them, and how to teach them what they physically can and cannot do.

            Preschoolers are just as much prone to accidents as are toddlers. Although their gross motor skills have improved, their curiosity for the world has as well. Preschoolers are prone to, but not limited to, five hazardous situations; falls, poisoning, burns, motor vehicle incidents, and bullying. Each of these bring certain injuries the child is capable of facing, yet each of the injuries can be prevented if the proper safety precautions are met.

            Falls can come from the child himself or from a play structure. According to the U.S. Consumer Product Safety Commission, “Each year, more than 200,000 children go to U.S. hospital emergency rooms with injuries associated with playground equipment” (CPSC, n.d.). There are specific safety policies a center must meet in order to have a play structure at their center and each parent should be aware of such policies and implement them in their home as well. Injuries from falls can be prevented by “Install[ing] and maintain[ing] a shock-absorbing surface around the play equipment”, “Make[ing] sure platforms and ramps have guardrails”, and “Remov[ing] tripping hazards, like exposed concrete footings, tree stumps, and rocks” (CPSC, n.d.).

            When most people hear of a child who was poisoned, they may think of liquid poisons, such as household cleaning products. However, a child can be poisoned by others items as well; indoor plants, certain flowers, and gardening materials are a few items that can harm a child if ingested (Robertson, 2010).  In order to prevent an injury from any plant one must be aware of which type is poisonous and then remove it from the property. Also, all garden and barbeque chemicals, as well as pesticides must be placed high up in a locked cabinet.

            Around the preschool age, children tend to have a desire to help with cooking, which if safety precautions are not properly explained to the child, may lead to burns. “The sense of touch is important for children when they are learning to explore their world” (Robertson, 2010, pp 120).  “Scalding is the chief cause of burns to children of the preschool age” (pp 120). Scalding can happen from hot water, steam, or a hot drink (pp 120). However, burns do not only come from liquids or fire; electrical outlets, candle wax, strong household cleaners, and outdoor chemicals can also cause burns (pp121). It is important for teachers as well as parents to teach our curious children the proper way to explore the world and what is best for them to touch and what is not.

            Teaching children to avoid matches, lighters, cigarettes, and other various fire hazards can help prevent them from getting burned. Lowering the hot water heater to 120 degrees or less will greatly reduce the risk of scalding (Robertson, 2010, pp 122). Teaching the children fire drills and “Stop, Drop, and Roll” as well as other drills will enable the child to act for himself in certain situations.

            Motor vehicles can also cause harm to children, whether they are inside or outside the vehicle. A major concern is playing outside near a road. While this should not occur at an early childhood center, it may happen at home. The parents should teach a child to never run into the road, regardless of what goes in the road, as well as the proper way to look for oncoming vehicles.

            Proper safety guidelines for seat belts and car seats are important as well in order to protect the child. “Children are safest when they ride in age/weight-appropriate safety seats” (Robertson, 2010, pp 152). Unfortunately, too many children are allowed to ride in vehicles without proper restraints. It is important for the parent to emphasize the importance of a safety harness as well as model it by wearing their own safety belt (pp 153).

            “It is estimated that 10 percent of children are bullied on an ongoing basis, and 50 percent of children have the experience of being bullied at some point during their school years” (Robertson, 2010, pp 68). Bullying can begin as early as preschool and can occur due to lack of proper parenting and expectations at home (pp 68). Fortunately there are many ways to help prevent bullying; when first signs appear it is important to act fast in order to distinguish any desire of bullying. “Teachers must set behavior limits and ensure that there are consequences for unacceptable behavior…Teachers can also take opportunities for talking about bullying” (pp 69). Other adults can help prevent bullying as well, by properly modeling appropriate behavior as well as discussing it with the children, they are able to communicate the importance of the affects it has on others.

            Fortunately, many of these hazards can be prevented. A common way throughout each of them is proper modeling from an adult figure. Children love to observe and are always watching adults. If we always performed as if a child was watching us, we would all become better people.

EMERGENCY PREPAREDNESS-NATURAL 
AND HUMAN GENERATED DISASTERS

Living in Southern California, earthquakes can be common. A scenario I have chosen is one that I would be in if I was to be able to run a preschool within my home, which I hope to do someday. I would have a small preschool with about six to eight children and would have the classes in the mornings. We are located about one hour from the coast and about an hour away from the San Andreas Fault line. Dangers from this scenario are the children and I being injured by any falling objects, down power lines, and gas leaks.

In order to be prepared, I must first know and understand how to turn valves off, such as water and gas, in order to prevent any leaks from happening. By providing sturdy furniture, we are able to have places to hide under once an earthquake begins.

For each scenario the families of the children would be informed of our procedure during the incident as well as what to expect afterward. They would also supply a ‘preparedness bag’ for their child which would include snacks and drinks, a change of clothes, photos of family, and a list of emergency contacts. I, as the teacher, would also keep on hand a list of emergency contacts for the area as well as the children, records of each child, and a copy of my policy.

For each emergency scenario I would also have a calling tree set up which would make contacting each parent easier. We would have a designated meeting area if my home was unavailable. I would also try to have another way to contact me in case the phones were not working. Having a first aid kit easily accessible is important as well and one that I would take in case of an evacuation.

 The other scenario is a hurricane hitting Southern California. “While most hurricanes in the United States impact the East Coast and Gulf region, the West Coast is also vulnerable (mongabay, 2007). While most people wouldn’t be prepared for such a situation, I would like to be. Dangers from this scenario could be debris from strong winds, being trapped in our room, and not being able to stay in my home, all who are in the room are at risk.

By daily checks of the weather and knowledge of key words, I would be able to be forewarned of possible storms. If such a storm might occur, I would cancel school, in hopes that each child would be safe with his/her parent. However, if school was in session and a storm from a hurricane did occur I would be prepared by having on hand board  and tools to cover up windows, sand bags to help prevent water coming into the room, and an ax in case we are trapped in the room and need to break our way out. I would have a designated area to go to once the storm is over if my home is unsafe. Having on hand a battery powered radio I would be able to keep up with the latest news.

It is important to be prepared, that way you know some possible scenarios to expect. When an emergency hits, your brain switches to survival mode and if you have eight children terrified and screaming, it can be difficult to think and know what to do. If you are prepared it would be a lot easier to first calm yourself down, then calm the children down and take the necessary steps to keep everyone safe and return them safely to their families.

CPR AND CHOKING PROCEDURES

Unfortunately within the early childhood setting, there are many incidences where a child can choke; it is vital for early childhood caregivers to know and understand the proper procedure to go about assisting a child in need if such a case happened. For instance, some three year olds tend to put objects in their mouths and if one finds a small toy they can easily choke on it (in this scenario, there are two teachers). If this happens the most important thing to do is to stay calm. There may be other children around who will be scared as well as the child who is choking; it is up to the teachers to stay calm in order to help all of the children.

            One teacher should instantly call for emergency help and the child’s parents, if the parents are not available, then the teacher should contact the child’s emergency contact. While this teacher is making the phone calls (and trying to keep the other kids calm) the other teacher should be focused on the choking child. Since this three year old is not breathing due to a plugged airway, the teacher should try to unplug it. If the child is able to stand, have the child stand as the teacher squats or kneels behind him. The teacher then wraps her arms around the child, places both hands in a fist just above the naval and do five quick upward and inward thrusts (StayWell, 2006). If the child is unable to stand, lay him on his back, either straddle his thighs or sit at his side. The teacher will then proceed to abdominal thrusts, by placing her heel of her hand on the child’s abdomen and thrusting upward towards the nose five times (Utah Safety Council, n.d.).

This then should dislodge the object. Once it does and the child begins to breathe again, allow the paramedic to take the child to the hospital. If the parents have not arrived yet the teacher should go with the child and meet the parents at the hospital (Robertson, 2010). The other teacher will stay with the other children. As soon as the child is with his parents it is important for the teacher to fill out a report and “study it carefully to see whether the incident could have been avoided through better safety practices or greater compliance through health practices” (Robertson, 2010, pp 179).

It is vital to have an emergency procedure for any kind of emergency situation. Knowing beforehand what should be done relieves a lot of stress and worries. If plans are made ahead of times with parents, then the process will tend to go smoother. However, other things come up and it is also important for the teacher, as well as the parents to be as flexible as possible.

The other scenario is of a little four year old girl who is having a severe allergic reaction, also known as anaphylactic shock. In this case the child is not breathing and the teacher must perform CPR. Again, the first thing to do is to stay calm. There is not another teacher around so this teacher must do it all. According to NAEYC, the teacher should not move the child, “unless a life-threatening situation exists” (Robertson, 2010, pp 178). Instead the teacher should bring the phone to the child and contact 911 while administering to the child. By placing the other children in a group and reassuring them that help is on the way and everything will be alright, the teacher should be able to focus on the child at hand.

First contact emergency help, then begin administering to the child. Stay on the line with the operator to report the progress. Once the child gains consciousness and begins breathing again it is still important to stay calm, there is plenty of time later to break down from the adrenalin rush. If it is within the policy form the child’s parents and the child is able to swallow without difficulty, have her “ake an antihistamine (one to two tablets or capsules of diphenhydramine [Benadryl])” (emedicinehealth, 2010).  The teacher should stay with the child as long as possible until the parents or emergency contact arrives. If the child needs to be taken by the emergency help personnel and the parents have not arrived yet, assure the child that she will be okay and that she will see her parents soon. It is important that the teacher stays with the other children until each child is picked up. A report must be made to record the incident and evaluate what could have happened to prevent this from happening again.

Each scenario could have been avoided if the teachers were better prepared. By searching through each set of toys and keeping small objects away from children who puts objects in their mouths, a child has a smaller chance of swallowing and choking. Also by knowing of all allergies for all children and their severity, allergic reactions could be avoided.

Also, by having specific first aid kits, emergency policies and emergency contact numbers easily assessable, the teacher is better prepared and able to assist any child. It is important for the teacher or caregiver to be up to date and certified in CPR and first aid. Knowing these vital procedures can save a child’s life. It is important for all of us to be prepared.

NUTRITION

Proper nutrition in children is an important part of their life and it is up to their parents and early childhood caregivers to provide this for them. Each stage of life has its own reasons why good nutrition is important. “An infant grows faster during the first year than at any other time of her life” (Robertson, 2010, pp 295). It is vital for the infant to have all of the proper nutrients in order to assist in this rapid growth.

For a toddler, this is their first time they are able to show their independence. It is important during this stage to give the child the best choices of food while allowing her to grow. “Helping the child establish good food habits with her independence intake”…is important during this stage in life (Robertson, 2010, pp 306).

Fortunately, once the child becomes a preschooler, feeding has become easier (Robertson, 2010). At this time it is important to teach the child to know and understand what is acceptable at the table and what happens if any behavior is unacceptable. They are “social beings” (Robertson, 2010, pp 314) and this is a great time to teach them proper social skills. They are even more willing to try new foods if others around them are as well (Robertson, 2010).

Children look up to their caretakers, whether they are their teachers or their family members. It is important for us to teach them good eating habits. “If [the] selections are healthy choices, a child will have a positive perspective about good foods. If the selections are poor choices, this sends a negative message about good nutrition” (pp 324).

Role modeling is a very simple way to teach children good eating habits. Not only does it benefit our children but it benefits us as well. “Children are strongly influenced by what they see and hear” (Robertson, 2010, pp 324). If we eat the proper amount of food with the proper amount of nutrients, our children will naturally follow our lead.

Another way to teach children the importance of proper nutrition is to have them involved in the menu planning and shopping. Discuss the importance of a well-balanced meal and what it means. Talking about the different nutrients not only educates the children about food and nutrition, it also helps them to understand why they need to eat it. For example, my boys will now eat carrots because they know it helps with their eye-sight.

Children at all ages can help out when it comes to cooking. A two-year-old can help by pulling items out of the shopping bags (my boy’s favorite), wiping the table, and tearing lettuce and washing it (USDA, 2009). Three to five year olds can do a variety of things, depending on their motor ability. Adding ingredients, cracking eggs, and setting the table are but a few (USDA, 2009).

There are many recipes families can prepare together. I have found three different types of recipes to use with my family; Baked Chicken Nuggets (USDA, 2010), Spinach Smoothie (Monster Juice) (Missy, 2010), and Morning Wrap (Kraft Foods, 2010).

KID-FRIENDLY RECIPES

Baked Chicken Nuggets Makes 4 servings, 3 ounces each

1½ lb. chicken thighs, boneless, skinless

1 cup ready-to-eat cereal, cornflakes, crumbs

1 teaspoon paprika

½ teaspoon Italian herb seasoning

¼ teaspoon garlic powder

¼ teaspoon onion powder

1. Remove skin and bone* from thighs; cut into bite-sized pieces.

2. Place cornflakes in plastic bag and crush by using a rolling pin. Add remaining ingredients and shake

until blended.

3. Add a few chicken pieces at a time to crumb mixture. Shake to coat evenly.

Conventional Method:

1. Preheat oven to 400 degrees. Lightly grease a cookie sheet.

2. Place chicken pieces on cooking sheet so they are not touching.

3. Bake until golden brown, about 12 to 14 minutes.

Microwave Method:

1. Lightly grease an 8- by 12- inch baking dish and place chicken pieces so they are not touching.

2. Cover with waxed paper and cook on high.

3. Rotate chicken every 2 to 3 minutes. Cook until tender, about 6 to 8 minutes.

* To remove bone from chicken thighs: Place chicken on cutting board. Remove skin from thighs. Turn

chicken thighs over and cut around bone and remove it.

Spinach Smoothie (Monster Juice)

In a blender, blend:
4 C of Spinach, packed in there really good :)
fresh orange juice to just cover the spinach.
1-2 frozen or fresh bananas.
fill the blender up with frozen strawberries or any other fruit of your choice.
about 1/4c. of raw honey or raw agave syrup (optional)

A Morning Wrap

1 flour tortilla (6 inch)

1 Tbsp. PHILADELPHIA Neufchatel Cheese

1 banana, sliced

SPREAD tortilla with Neufchatel.

TOP with bananas; roll up.





PHYSICAL ACTIVITY 
“The early years are critical not only to the
development of motor skills but also for
the development of a disposition for regular
physical activity throughout life”
(Goodway & Robinson, 2006, pp 1).

The importance of Physical Activity in Early Childhood

v “Children who have been overweight at any time as preschoolers are five times more likely to be overweight at age 12 years than those who are not” (Robertson, 2010, pp 259).

v “Time spent in physical activity also helps create neural connections in the brain” (Robertson, 2010, pp 266).

v “If a child is not very active, teachers may change the way they behave toward that child” (Robertson, 2010, pp 257).

v “Children need to develop basic competency in fundamental motor skills for games, sports, and lifetime physical activity” (Goodway & Robinson, 2006, pp 2).

v “Effects of obesity or overweight are numerous” (Robertson, 2010).

Lack of physical activity can lead to many illnesses or diseases…

Illness/Disease	Cause
Pediatric Hypertension	Obesity, inactivity
Diabetes Mellitus	Obesity, inactivity
Certain Cancers	Obesity, inactivity
Developmental Delays	Inactivity
Poor Self Esteem	Obesity, Inactivity
Social Skills	Inactivity

(Robertson, 2010)

“Regular physical activity for preschoolers

may reinforce a good self-concept through

participation in success-oriented tasks”

(Rupnow, n.d.).

WHAT CAN YOU DO? 

v Participate in physical activities with the children

v Provide a variety of materials which encourage the children to get up and move

v Play songs which tell the children specific movements to do

v Prepare various activities which enable the children to work on specific gross motor skills.

Physical activities get children up and moving, which improve gross motor skills…

Developmental Skill	Activity to Achieve Skill
Hopping	Obstacle course, music
Running	Obstacle course, sports games,
Hitting	Baseball, pinata
Throwing/Tossing	Beanbag toss, basketball, baseball