Physical Health and Growth Foundation: 1 - Health and Well-Being

Topic: PHG1.2 - Demonstrate development of safety practices

Keeping young children safe in early learning environments is a top priority. The development of safety practices helps to not only prevent accidents and injury, but also helps to create an environment where children feel safe and secure. In safe environments, children feel more comfortable and are more likely to learn, try new skills, and take appropriate risks. Ensuring the development of implementing safety practices is the basis for following guidelines and rules related to school, home, and workplace safety.

Looking Ahead to Kindergarten Family Engagement Special Populations
Throughout kindergarten, students will begin to understand ways to prevent injuries (Health 2.1.4) and consider behaviors to avoid or reduce health and safety risks (Health 2.7.2). Students will also work towards following instructions when prompted (PE K.4.2.A), sharing equipment and space with others (PE K.4.3.A), and recognizing established protocols for class activities (PE K.4.4.A). Lastly, students will follow teacher directions for safe participation and the proper use of equipment (PE K.4.5.A). Encourage families to:

*Check that children are in the appropriate car seat or booster seat (e.g. seeking out car seat checks in their local community).
*Talk to their children about the importance of safety (e.g. holding hands in the parking lot).
*Create a family emergency exit plan for their home and practice those plans regularly.
*Create a family safety procedure for severe weather and practice those plans regularly.

Educators can:

*Consider children with limited mobility during emergency procedures and evacuation plans.
*Collaborate with families and other service providers (with parental/familial consent) to develop safety procedures.
*Use visual supports for emergency procedures.
*Provide social stories for emergency procedures.
*For DLL, learn simple words and phrases related to emergency situations in the child’s native language or sign language.

Powerful Practices
Across all developmental stages, educators can:

*Set up and continuously monitor the environment to ensure child’s physical safety (safe sleep, storage of hazardous materials, broken toys or materials, etc.).
*Respond calmly and sympathetically to any injuries or accidents that occur and administer first aid as needed.
*Establish reasonable boundaries for risk taking in indoor and outdoor environments based on the age and skill levels of the child (e.g. climbing, jumping, cutting, etc.).
*Respectfully prepare children for changes in the environment including transitions, staff changes, environmental changes, and routine changes by providing visual and verbal cues and including children in the process.
*Talk with children about safety drills and procedures in a non-threatening way.
*Be aware of and practice your program’s safety drills and procedures.
*Provide consistent routines and staffing patterns (when possible) and acknowledge changes (e.g. “Ms. Joy isn’t feeling well today. Ms Abby is going to be with our class today!”).
*Communicate expectations around safety in a positive manner by stating the desired behavior (e.g. “Use your walking feet” instead of “Don’t run!”).
*Engage with community partners to provide resources and supports for families (e.g. car seat checks, local food banks, organizations that provide safe sleep materials, etc.).

Infant

Build an emotional bond with infant to provide security (e.g. holding, rocking, singing, etc.)

Use emotional talk to support infants when encountering an unfamiliar person or object (e.g. ”You are afraid because Mrs. Clark is new to our classroom.)

Younger Toddler
Identify and describe dangerous situations

Model and practice safety procedures (e.g. cleaning up wet/dry spills and safety drills)

Provide guidance about avoiding danger (e.g. “Hold my hand while we walk in the parking lot so I can keep you safe.”)

Older Toddler
Acknowledge child’s recognition of danger

Plan and facilitate opportunities for child to try new skills (e.g. pouring, jumping off a low platform, and climbing)

Provide guidance and ask questions about how to avoid danger (e.g. “We’re headed into the parking lot. What do you think you should do before we enter?”)

Younger Preschool
Facilitate conversations around real and perceived dangers (e.g. inviting a firefighter or police offer as a guest speaker)

Establish safety rules with children

Facilitate discussion around the safety rules

Older Preschool
Facilitate conversations around real and perceived dangers (e.g. inviting a firefighter or police offer as a guest speaker)

Involve children in the development of safety rules and provide leadership opportunities to practice them