© 2007 by Thomson Delmar Learning Chapter 4: Outdoor Safety.

© 2007 by Thomson Delmar Learning

Chapter 4: Outdoor Safety

© 2007 by Thomson Delmar Learning

Safety Policies for the Outdoor Early Childhood Education Environment

• More than half of injuries in child care centers are outdoors (falls)

• Child care in certain neighborhoods may be at risk for safety

• Childhood injuries from motor vehicles and bicycles may be prevented with use of proper safety equipment (restraints and helmets)

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Safety Policies for the Outdoor Early Childhood Education Environment

(continued)

• Outdoor child care environment

• Playground equipment safety

• Travel and traffic safety

• Water safety

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Examining Early Childhood Education Environments for Outdoor Hazards

• Falls

• Motor vehicle and other transportation accidents

• Poisons

• Equipment

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Outdoor Environmental Hazards

• Barriers• Poison control

– including toxic plants– pesticides, BBQ

• Insects– Sensitivity or allergic reaction– Rid environment of ant hills, hives, and nests– Use Deet, wear light-colored clothing

• Temperature– Stay inside from 11 a.m. to 3 p.m.

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• Other considerations– trees– BBQ– stay away from power lines, ditches, and

the like– barefoot only if safe

Outdoor Environmental Hazards (continued)

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Reality Check—Sun Safety

• Skin cancer begins from sun exposure in childhood

• Protecting children from hazards of sun on hot, sunny days important

• Use climate prediction center for UV forecast

• Follow suggestions for keeping children sun safe

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Developmental Level

• Infants and toddlers

• Preschool children

• School age

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Space

• Rule of thumb = clearance 9 ft. around stationary equipment and 15 ft. around equipment with moving parts such as swings

• Outdoor area should provide 50 sq. ft. of space for each child– When equipment figured in usually = 75

sq.ft.

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Shared Space

• Daily inspection

• Extra caution in public multiuse facilities

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Time of Day

• Certain times of day may be more vulnerable to accidents– when children are tired or hungry– midmorning and midafternoon

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The Neighborhood

• No traffic, noise pollution, little risk for safety = better neighborhood

• Traffic, noise, risk for safety = at-risk neighborhood

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Reality Check—Neighborhood Violence

• The continuum of violence in children’s lives (see Figure 4.1)

• Exposure can put safety at risk

• Neighborhood violence permeating society

• Witnessing violence can have traumatic effect on young children

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Playground Equipment Safety

• Major source of childhood accidents

• SAFE playgrounds– S = Supervision– A = Appropriate developmental design– F = Falls (account for 70% of accidents)– E = Equipment

• Some pressure-treated woods (before 2003) contain arsenic, so it should be immediately disposed of

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Playground Equipment Safety(continued)

• Play equipment that is properly designed, well maintained, and correctly placed can help minimize risk and provide greater protection from serious injury

• The list in Table 4-3 is suggested as a tool for regular inspection.

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Playground Equipment Safety(continued)

• Climbing equipment, slides, and swings

• Riding toys

• Sandboxes

• Other hazards– seesaws, trampolines, homemade

equipment (wooden, etc.)

• Become familiar with potentially harmful areas (Figure 4-2)

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Traffic and Transportation Safety

• As pedestrians, in cars, on bikes, and crashing

• Pedestrian safety– at child care– drop-off and pickup plan

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Traffic and Transportation Safety (continued)

• Motor Vehicle Safety– the vehicle– safety seats

• Head Start requires safety restraints in their vans

– pretravel guidelines– travel guidelines– travel conditions– travel information sheet

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Traffic and Transportation Safety (continued)

• Bicycle safety– helmets– riding safety– other riding conditions

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Water Safety

• Water hazards

• Children’s behavior around water

• Water safety guidelines (Table 4-7)

• Water safety behaviors (Table 4-8)

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Implications for Teachers

• Observation– Apply ABCs to outdoor environment

• Supervision– Provide for checks and balances– Good communication throughout child care

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Implications for Teachers (continued)

• Education– teachers– children

• For Families

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Implications for Teachers (continued)

• Children’s ability to cope– age– developmental level– availability of resources for help– ability of children to access resources

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Implications for Teachers (continued)

• Teachers can offer safe haven– Monitor for safety– Access resources– Encourage prosocial, gentle behavior– Be a person a child can trust and relate to

well