16-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1e Sorte, Daeschel, Amador.

16-1© 2011 Pearson Education,

Inc.All rights reserved.

Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1eSorte, Daeschel, Amador

Chapter Sixteen

Promoting Safe Practices through Effective Classroom Management




Design a Classroom Routine

Use safety practices.

Gather information at enrollment.

Provide a family orientation.




Creating Secure Arrival and Departure Routines

Have clear and organized routines during arrival and departure times.

Know each child’s plan. Implement safety routines such as signing in and

signing out. Monitor attendance. Manage variations in the arrival and departure

routines.




Supporting Safety during Arrival and Departure

Teachers should be present to greet children or say good-bye. Plan child-directed activities. Be accessible to visit with families. Expect children to be dropped off inside the building. Children may not be dropped of or picked up when the program

is conducting an emergency evacuation or lock down. Children may not be released to go home with other children

without written consent.




Guidelines for Transporting Children Younger than 5 years

Use appropriately installed child safety restraint systems.

Children are more safe on buses than any other form of transportation.

The use of vans is highly discouraged.




Establishing Schedules and Transitions

Review the environment for safety daily. Have a predictable schedule. Create smooth transitions.

– Provide large blocks of play time and fewer transitions.– Provide small groups of children 5-minute warnings.– Direct small groups of children to clean up ahead of the

transition.




What if…

You notice the children in your class have a habit of running around when cleanup time is announced?

How would you try to improve the situation?




Supervising by Sight and Sound

Infants and toddlers must be supervised by sight and sound at all times.

Preschoolers may be out of sound supervision for short periods of time.

Kindergartners, in a safe environment, may be out of sight and sound supervision for short periods of time if they are checked regularly.




Positioning to See All Children

Stand or sit where the majority of children are easily in view.

Be in a position to see the door.

Scan the environment regularly.

Walk around the room and change position.




Children’s Reassurance Needs

Infants benefit from being able to see and hear the teacher, and know that the teacher will attend to their needs.

Toddlers need reassurance that the teacher is nearby as a physical and emotional safety-need.

Preschool children like to know that the teacher is available to listen to their ideas and concerns and to respond when they have a need.

School-aged children like to know what the rules are, and who to go to if they need help.




Keeping Focused and Alert

Avoid talking to other teachers or on the telephone. Avoid day-dreaming. Avoid cleaning or performing tasks that interrupt appropriate

supervision. Avoid being overly involved in children’s play so that group

supervision is forgotten. Balance interaction with individual children with full classroom

oversight. Have plans for overseeing special activities.




Supervising Outdoor Activities

Provide appropriate equipment and supplies. Plan and implement appropriate activities. Use the outdoor classroom to support skill

development. Encourage children to be highly active at least part of

the time. Supervise children for safety at all times by keeping

children within sight and sound.




Anticipating Potential Safety Concerns

Substitute teachers– Conduct introductions– Adjust activity plan to more child-directed play

Supervise visitors and volunteers– Give them clear assignments– Never leave them alone with the children

Address family issues– Custody problems




What if…

You are asked by a parent to record all the times the ‘other’ parent is late picking up their child?

How would you respond?




Safety Needs of Infants

Check environment for safety every day

Label and store belongings appropriately

Guide interaction with toys and others

Introduce them to safe sounds




Safety Needs of Toddlers

Provide toileting supports (potty chairs, child-sized toilets, child-accessible sinks)

Offer finger food options that promote independence but do not present choking hazards

Firmly state what the child should or shouldn’t do and why




Safety Needs of Preschoolers

Encourage development of safe self-help skills

Teach children the boundaries for activity and safety

Recognize and reinforce safe behaviors

Supervise social interactions and intervene in bullying situations




Safety Needs of School-Age Children

Plan activities that provide appropriate challenge as well as opportunities to learn about safety hazards

Ensure children do not have access to dangerous materials

Help children build their leadership skills

Focus on preventive safety themes




Safety Needs of Children with Special Needs

Ensure children are supported by a health management plan

Remind children frequently of the rules

Understand each child’s circumstances and plan activities accordingly

Teach the child to explain their condition to others




Managing Children’s Safety

Teach age-appropriate safety messages.

Implement appropriate safety routines.

Collaborate with families.




Focus on Teaching Safety

Include safety messages in all activities and daily experiences.

Teach safety at times of injury. Fit safety messages to children’s lives. Manage children’s challenging behaviors through

appropriate guidance. Use group problem-solving strategies for safety.

16-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1e Sorte, Daeschel, Amador.

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