Physical Fitness
Physical fitness is important to young children’s health and well being. Being involved
in physical activities will help to improve/reduce the risk of many chronic diseases.
Children need physical activity to balance the food they consume daily. (Robertson, 2010, p. 265) Children at this age are developing motor, cognitive, and social skills. Physical
fitness is important to the development of these skills in young children. They develop
gross motor or locomotor skills which involve moving the body from one place to
another in their early years. These activities include, walking, running, jumping, hopping,
skipping, and sliding. They also learn the use of manipulation skills, which is being able
to move objects with hands or feet. Catch, roll, throw, kick, dribble, strike, or bat is
examples of manipulative skills. Physical activities such as playing ball, jumping rope,
and etc builds endurance, flexibility, and strength in children. (Robertson 2010, p.267)
Basic competency of these skills is needed for the mastery of sports, games, and lifetime
physical activities. For example; a child who can catch is likely to succeed in sports
where catching is essential once he masters it. Physical activities are used to help children
learn cognitive skills such as literacy and math concepts. Reading books, discussing
them, and then acting then out is an example of using physical activity to learn literacy.
Giving each child a number and calling out an action to perform to whoever has that
number is a form of using physical activity to enhance math concepts. Social skills are
important in the early years. Patterns of social and physical activities are developed in
childhood and tend to last throughout adulthood. Young children’s social skills are
enhanced when they partner with another as in playing ball; one throws and one catch
and playing rope; two turn and one jump. Socialization occurs when physical activity
depends on interaction between two or more people.
Without physical activity children could become obese and run the risk for
cardiovascular issues. (Goodway, Robinson, 2006) Obese children are targets for social
discrimination which can cause low self-esteem for a child. This could hinder a child’s academic achievement and carry on into adulthood. Other unhealthy conditions that children can contract are asthma, sleep apnea, and type 2 diabetes.
Adults can help children develop good fitness habits by limiting their time in front
of television, computers, and video games. They can encourage them to do fun activities that involves moving. They can be a positive example by being active themselves and
make physical activity a part of their daily routine. Adults can make physical activities
fun. Putting on a musical video where children can interact by moving, dancing or
exercise to use gross motor skills for physical activity is a great idea. My children love it
when I sing and clap, walk, walk, walk all around. Walk, walk, walk all around. Walk,
walk, walk all around, walk until you drop, drop, drop. Then I repeat, using fly, swim,
hop, skip, jump, run, crawl, and etc each round. Playing baseball or basketball is an
example of manipulative games that children can use for physical activity. They use their
hands and feet to manipulate a ball. They do this by hitting, kicking, batting, throwing,
and catching.
One quote that I found that captures my philosophy about fostering children’s
health and development comes from the MY Pyramid for Kids tagline. It reads: “Eat
Right. Exercise. Have Fun.” When children eat nutritionally they have healthy bodies.
Healthy bodies give them a sound mind and they become academic achievers. Exercising
gives balance to the foods that they take in and builds strong bones and muscles. What
children do best is play. When children have fun they tend to accomplish more. They are
more willing to adapt to situations when it is a fun experience for them.
A pilot study was done in Canada in a “healthy buddy” program. Older children
mentored younger children. They taught them 3 areas of healthy living including
physical activity. It had positive results for both sets of children. The older children had
loss weight and both had gained knowledge about healthy living. Robertson (2010, p.263)
Ohio State University has implemented project skip (Successful Kinesthetic Instruction
for Preschoolers). In the assessment of Project SKIP, it was found and witnessed that
perceived physical competence and the motor skills had improved. Proving that physical
activity infused into early childhood classrooms is important to motor skills development
of children at risk for developmental delays and/or educational failure. (Goodway,
Robinson, 2006)
Physical activities have many benefits. It strengthens bones, decreases blood
pressure, reduces stress and anxiety, increase self esteem, and helps with weight
management. Physical activities enhance skills children will later use such as directional
concepts, eye hand coordination, cognitive concepts, and simple household
chores. (Schilling, & McOmber, 2006, May)
References
Goodway, J. D., & Robinson, L. E. (2005, March) SKIPing towards an active
start: Promoting Physical activity in Young Children on the Web.
Retrieved from: http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf
Robertson, Cathie (2010). Safety, Nutrition, and Health in Early Education, 4th Ed. Wadworth Centgage Learning. USA
Schilling, T, & McOmber, K. A. (2006, May) Tots in Action on and Beyond the playground. Beyond the Journal: Young children on the Web.
Retrieved from: The Walden library: Http://proquest.uml.com.ezp.waldenulibrary.org/pqdweb?did=1038789361&sis=1&Fmt=48Clientld=70192&RQT=309&vname=PQD
Friday, April 16, 2010
Thursday, April 15, 2010
HEALTHY FOOD AND NUTRITION
Healthy Food and Nutrition
Good nutrition and eating habits can protect the well-being of children. It
maintains the health of children and fights off infection, colds, and communicable
diseased. Poor nutrition in the first years of a child’s life can affect his/her mental
development. (Robertson 2010, 2007) An infant’s growth and development rate is more
rapid than at any other time. Toddlers are struggling for autonomy. They need structure
and support to get the right foods they need. (Robertson, 2010, 2007) Their growth rate
is less rapid than the infant but still need lots of nutrients to maintain healthy bodies.
Preschoolers are sociable beings. They learn by observing and are easily influenced by
others. They grow in spurts and when growth slows, so does their appetite. During this
time attitudes about food and eating habits are formed that will be carried throughout
adulthood. (Marotz, 1993)
Adults should actively help children develop healthy eating habits because they
need structure and support so that they eat the right foods that they need. Robertson,
2010, 2007) Children tend to mimic adults and if encouraged to explore they will try new
foods. (Robertson, 2010, 2003) They can also help to regulate their food consumption.
They can accomplish this by allowing children to assist in meal planning, selection, and
preparation. To be a part of the process affords them knowledge to make better choices.
It also makes meals meaningful for them because they played an active part in making it.
Adults can sit down with the children to eat the same foods and show pleasure in eating
all kinds of foods. Modeling and discussion of good nutrition and eating behaviors gives
a positive impact on nutritional well being. (Robertson, 2010, 2007)
Three recipes that families can prepare with their preschoolers are:
1. Fresh Start Fruit Cups
Preparation Time: 20 minutes Serves 2
1 Cup of Fruits and Vegetables per Serving
Fruit and /or Veggie color(s):
1 large orange
2 medium kiwi
2 tablespoons dried cranberries
2 tablespoons low fat vanilla yogurt
2 teaspoons shredded coconut, toasted is desired
Peel and slice orange, slice kiwi and place in bowl. Mix in dried cranberries. Place in small bowls add yogurt and sprinkle coconut on top.
Nutrition Information per Serving:
Calories: 120Total Fat: 1gSaturated Fat: 0.5g% of Calories from Fat: 8%% of Calories from Saturated Fat: 0%
Protein: 2gCarbohydrates: 28g Cholesterol: 0mg Dietary Fiber: 4g Sodium: 15mg
Each serving provides: An excellent source of vitamin C, fiber and calcium. Sources of energy are also included in each serving.
www.fruitsandveggiesmorematters.org/
2. Technicolor Vegetable Pizzas: Preparation time: 20 minutes
3 cups frozen mixed vegetables with mushrooms
5 slices Italian bread (1 oz. slices; each ~ 1” thick and 5” long)
1 tablespoon olive oil
½ cup prepared pizza sauce
1 cup finely chopped tomato
½ cup very finely diced onion
1 tablespoon dried oregano leaves
1 teaspoon garlic powder
2 ½ tablespoons grated Parmesan cheese
Instructions: Pre-heat oven to 350ยบ F and place oven rack in middle-high position. Microwave frozen vegetables, then pat dry. Brush all bread slices lightly with oil and spread each with ~ 1½ tablespoons sauce. Combine all vegetables in a medium-sized bowl. Carefully spoon vegetable mixture equally onto bread slices. Sprinkle with oregano and garlic powder and then with cheese. Bake about 5-7 minutes, until bread is brown on the edges and all vegetables are piping hot. Serve immediately.
To make this a learning and fun experience parents can have children count the vegetables and name them and their colors.
Veggie Colors: Green, White, Yellow, Orange, Red
Each serving provides: An excellent source of vitamin A and a good source of vitamin C, folate and fiber. It contains the proteins, carbohydrates, and fats children need for energy.
Nutrition Information per Serving: calories: 182, total fat: 5.0g, saturated fat: 1.1g, % calories from fat: 24%, % calories from saturated fat: 5%, protein: 6g, carbohydrates: 29g, cholesterol: 2mg, dietary fiber: 5g, sodium: 339 mg
www.nncc.org/Nutrition/cch.appetites.html
3. Lentil Stew
This stew is a good source of protein, iron, vitamin A, riboflavin, and carbohydrates. The children can wash the lentils, measure the water or vegetable stock, and maybe help cut celery. Children are attracted to colors so carrots and celery give this stew color. Taking a trip to the produce market to get the vegetables can be exciting for young children.
2 c. dried lentils, rinsed thoroughly
10 c. water or vegetable stock saved from cooking vegetables
1 medium onion, chopped
3 small carrots, thinly sliced
3 stalks of celery, thinly sliced
2 T. vegetable oil2 bay leaves
1 t. salt
Mix all ingredients in a pot and cook until they are soft, about three hours. Add some grated cheddar cheese (preferably low fat) when serving to make it even more nutritious.
www.nncc.org/Nutrition/Recipe.kit.htm#anchor72358
In order to make cooking an enjoyable learning experience for children, parents should be patient with their children. Spills and accidents will happen. Adults should plan ahead to offset chaos. Singing songs or playing music while you cook makes cooking fun for young children. Reading books relating to cooking activity before or after enhances the learning experience. These suggestions and strategies will make fond memories for the adult and the child.
References
Marotz, Lynn R. (1993) Health, Safety, and Nutrition for the Young Child, 3rd
Ed. Delmar Publishers Inc. New York.
Roberson, Cathie (2010, 2007) Safety, Nutrition, and Health in Early Education,
4th Ed Wadsworth/Cengage Learning,
Good nutrition and eating habits can protect the well-being of children. It
maintains the health of children and fights off infection, colds, and communicable
diseased. Poor nutrition in the first years of a child’s life can affect his/her mental
development. (Robertson 2010, 2007) An infant’s growth and development rate is more
rapid than at any other time. Toddlers are struggling for autonomy. They need structure
and support to get the right foods they need. (Robertson, 2010, 2007) Their growth rate
is less rapid than the infant but still need lots of nutrients to maintain healthy bodies.
Preschoolers are sociable beings. They learn by observing and are easily influenced by
others. They grow in spurts and when growth slows, so does their appetite. During this
time attitudes about food and eating habits are formed that will be carried throughout
adulthood. (Marotz, 1993)
Adults should actively help children develop healthy eating habits because they
need structure and support so that they eat the right foods that they need. Robertson,
2010, 2007) Children tend to mimic adults and if encouraged to explore they will try new
foods. (Robertson, 2010, 2003) They can also help to regulate their food consumption.
They can accomplish this by allowing children to assist in meal planning, selection, and
preparation. To be a part of the process affords them knowledge to make better choices.
It also makes meals meaningful for them because they played an active part in making it.
Adults can sit down with the children to eat the same foods and show pleasure in eating
all kinds of foods. Modeling and discussion of good nutrition and eating behaviors gives
a positive impact on nutritional well being. (Robertson, 2010, 2007)
Three recipes that families can prepare with their preschoolers are:
1. Fresh Start Fruit Cups
Preparation Time: 20 minutes Serves 2
1 Cup of Fruits and Vegetables per Serving
Fruit and /or Veggie color(s):
1 large orange
2 medium kiwi
2 tablespoons dried cranberries
2 tablespoons low fat vanilla yogurt
2 teaspoons shredded coconut, toasted is desired
Peel and slice orange, slice kiwi and place in bowl. Mix in dried cranberries. Place in small bowls add yogurt and sprinkle coconut on top.
Nutrition Information per Serving:
Calories: 120Total Fat: 1gSaturated Fat: 0.5g% of Calories from Fat: 8%% of Calories from Saturated Fat: 0%
Protein: 2gCarbohydrates: 28g Cholesterol: 0mg Dietary Fiber: 4g Sodium: 15mg
Each serving provides: An excellent source of vitamin C, fiber and calcium. Sources of energy are also included in each serving.
www.fruitsandveggiesmorematters.org/
2. Technicolor Vegetable Pizzas: Preparation time: 20 minutes
3 cups frozen mixed vegetables with mushrooms
5 slices Italian bread (1 oz. slices; each ~ 1” thick and 5” long)
1 tablespoon olive oil
½ cup prepared pizza sauce
1 cup finely chopped tomato
½ cup very finely diced onion
1 tablespoon dried oregano leaves
1 teaspoon garlic powder
2 ½ tablespoons grated Parmesan cheese
Instructions: Pre-heat oven to 350ยบ F and place oven rack in middle-high position. Microwave frozen vegetables, then pat dry. Brush all bread slices lightly with oil and spread each with ~ 1½ tablespoons sauce. Combine all vegetables in a medium-sized bowl. Carefully spoon vegetable mixture equally onto bread slices. Sprinkle with oregano and garlic powder and then with cheese. Bake about 5-7 minutes, until bread is brown on the edges and all vegetables are piping hot. Serve immediately.
To make this a learning and fun experience parents can have children count the vegetables and name them and their colors.
Veggie Colors: Green, White, Yellow, Orange, Red
Each serving provides: An excellent source of vitamin A and a good source of vitamin C, folate and fiber. It contains the proteins, carbohydrates, and fats children need for energy.
Nutrition Information per Serving: calories: 182, total fat: 5.0g, saturated fat: 1.1g, % calories from fat: 24%, % calories from saturated fat: 5%, protein: 6g, carbohydrates: 29g, cholesterol: 2mg, dietary fiber: 5g, sodium: 339 mg
www.nncc.org/Nutrition/cch.appetites.html
3. Lentil Stew
This stew is a good source of protein, iron, vitamin A, riboflavin, and carbohydrates. The children can wash the lentils, measure the water or vegetable stock, and maybe help cut celery. Children are attracted to colors so carrots and celery give this stew color. Taking a trip to the produce market to get the vegetables can be exciting for young children.
2 c. dried lentils, rinsed thoroughly
10 c. water or vegetable stock saved from cooking vegetables
1 medium onion, chopped
3 small carrots, thinly sliced
3 stalks of celery, thinly sliced
2 T. vegetable oil2 bay leaves
1 t. salt
Mix all ingredients in a pot and cook until they are soft, about three hours. Add some grated cheddar cheese (preferably low fat) when serving to make it even more nutritious.
www.nncc.org/Nutrition/Recipe.kit.htm#anchor72358
In order to make cooking an enjoyable learning experience for children, parents should be patient with their children. Spills and accidents will happen. Adults should plan ahead to offset chaos. Singing songs or playing music while you cook makes cooking fun for young children. Reading books relating to cooking activity before or after enhances the learning experience. These suggestions and strategies will make fond memories for the adult and the child.
References
Marotz, Lynn R. (1993) Health, Safety, and Nutrition for the Young Child, 3rd
Ed. Delmar Publishers Inc. New York.
Roberson, Cathie (2010, 2007) Safety, Nutrition, and Health in Early Education,
4th Ed Wadsworth/Cengage Learning,
CPR AND CHOKING EMERGENCIES
CPR & Choking Emergencies
Teachers are to be prepared for the possibility of emergency situations. They
must plan for emergencies and be prepared to handle them calmly, quickly, and
efficiently. The best way to prevent/respond to emergencies is to plan
ahead.
A 5 year old in preschool was having lunch in the lunchroom. He was talking,
while eating, to his friends. A piece of meat went down his throat. He immediately
started coughing and gasping for air. The caregiver must first try to remove the object
from the airway. This is to be done only if it can be seen. Be careful not to push the
object back further into the throat. If the object doesn’t come out emergency medical
assistance should be called. If the child is conscious the caregiver should then stand
behind the child with arms around his waist to use the Heimlich maneuver. This should
be continued until object is out of child’s mouth or child becomes unconscious. If child
is unconscious and mot breathing emergency assistance should be called. Place child on
flat surface (floor), on his back. Look inside child’s mouth and remove any object that
can be seen. Then begin CPR. Continue until child is breathing or help arrives.
A 4-5 year old preschool class is at summer camp. A four year old, who wanted
to be the first in runs to jump into the pool. Unaware of where he was running jumped
into the larger pool. A staff member jumps in after him. The child is mot breathing and
needs mouth to mouth resuscitation. One staff is calling for emergency assistance while
another caregiver if performing CPR. Because large amounts of water may have been
swallowed the child’s head should be turned to one side to decrease the possibility of
choking. Even if child appears to be ok medical attention should still be obtained.
Response can be effective during an emergency is plans and preparations are
made ahead of time. Good planning and preparation help emergency situations transpire
quickly and smoothly. A child’ life could be saved by using these techniques. It also
helps children and staff to remain calm when they know what to do when emergencies
arise. CPR and first aide training’s are important in the event of emergencies. I believe
that one staff in each classroom should know how to administer CPR and first aide. All
teachers should know basic first aide procedures. Knowing what constitutes and
emergency and when to call for help is important.
To ensure that you are prepared to handle emergency situations plans should be in
place. Procedures for handling emergencies should be established and practiced.
Caregivers should have first aide kits available with the necessary supplies for
emergencies. Emergency contact numbers of children in care should be on file. I believe
each teacher should have a copy in their class for each student where they can access it
quickly. A copy should also be in the class outing backpack or bag. Parental permission
forms giving authorization for medical treatment for each child should be in place.
Emergency phone numbers such as: police, fire, and poison control are to be placed by
the telephone.
Teachers are to be prepared for the possibility of emergency situations. They
must plan for emergencies and be prepared to handle them calmly, quickly, and
efficiently. The best way to prevent/respond to emergencies is to plan
ahead.
A 5 year old in preschool was having lunch in the lunchroom. He was talking,
while eating, to his friends. A piece of meat went down his throat. He immediately
started coughing and gasping for air. The caregiver must first try to remove the object
from the airway. This is to be done only if it can be seen. Be careful not to push the
object back further into the throat. If the object doesn’t come out emergency medical
assistance should be called. If the child is conscious the caregiver should then stand
behind the child with arms around his waist to use the Heimlich maneuver. This should
be continued until object is out of child’s mouth or child becomes unconscious. If child
is unconscious and mot breathing emergency assistance should be called. Place child on
flat surface (floor), on his back. Look inside child’s mouth and remove any object that
can be seen. Then begin CPR. Continue until child is breathing or help arrives.
A 4-5 year old preschool class is at summer camp. A four year old, who wanted
to be the first in runs to jump into the pool. Unaware of where he was running jumped
into the larger pool. A staff member jumps in after him. The child is mot breathing and
needs mouth to mouth resuscitation. One staff is calling for emergency assistance while
another caregiver if performing CPR. Because large amounts of water may have been
swallowed the child’s head should be turned to one side to decrease the possibility of
choking. Even if child appears to be ok medical attention should still be obtained.
Response can be effective during an emergency is plans and preparations are
made ahead of time. Good planning and preparation help emergency situations transpire
quickly and smoothly. A child’ life could be saved by using these techniques. It also
helps children and staff to remain calm when they know what to do when emergencies
arise. CPR and first aide training’s are important in the event of emergencies. I believe
that one staff in each classroom should know how to administer CPR and first aide. All
teachers should know basic first aide procedures. Knowing what constitutes and
emergency and when to call for help is important.
To ensure that you are prepared to handle emergency situations plans should be in
place. Procedures for handling emergencies should be established and practiced.
Caregivers should have first aide kits available with the necessary supplies for
emergencies. Emergency contact numbers of children in care should be on file. I believe
each teacher should have a copy in their class for each student where they can access it
quickly. A copy should also be in the class outing backpack or bag. Parental permission
forms giving authorization for medical treatment for each child should be in place.
Emergency phone numbers such as: police, fire, and poison control are to be placed by
the telephone.
Safety Practices and Policies
Safety Practices and Policies
When working with children and their families professional must be aware of the
hazards/safety threats in their environment. They should have a clear set of policies and practices that ensures safety for the children. Early childhood professionals should be able to communicate those safety measures to families to help them become aware of safety practices that can be put in place in their homes.
Falls from playground equipment is common among children in the preschool age
group. Equipment structure should be no ore than 51/2 ft tall. Structure taller than that can cause serious injuries. Staff-child ratio is 1 staff to every 10 children. Surface should be resilient and cushioned under and around equipment. Children of this age group over estimate their abilities and should be reminded of the proper use of equipment. They should be given guidelines for use of outdoor equipment and those guidelines should be stressed constantly. As measures of safety, surfaces should be checked for glass and debris daily. Teachers are to be attentive to children at play at all times.
Parents should be ware of the many dangers in their children’s play area and be
prepared to address them. The teacher can display informational fliers/handouts on
playground equipment and safety guidelines for parents take. Parents can place ample
cushioning in play areas and under equipment in the home to help avoid injuries. They
can pay attention to protruding roots, inspect are for glass and debris and address
concerns as they see them.
Common items that can poison children are; cleaners, medicines, plants. pesticides and cosmetics if swallowed. They should be put up high in a locked cabinet,
out of reach of children. Things should be kept in original containers and tops should be childproof. Environments should be free of toxic plants that can cause rashes. These plants should be removed and placed in a bag that is tightly closed and disposed of. To ensure safety, environments should be inspected from a child’s view. Children are to be supervised at all times. Parents and staff can be educated about poison control and what to do in case of emergency. Informational handouts from poison control centers and police departments can be distributed to parents. Emergency numbers are to be placed near the telephone.
Lack of supervision is a major safety threat for children in this age group. The
staff–child ratio is 1 adult to every 10 children. Supervision is important with this group even though it appears children need less supervision than they did before. When children are well supervised they tend to be more cautious in their actions to be risk takers. Activities should be developmentally appropriate. Children should always be in clear view of the teacher. If a situation occurs, the teacher is right there to do whatever is needed to prevent it from happening. Teachers can point out supervising methods that are being used in classrooms to parents to ensure them that their children are being well care for and to help them understand the importance of safe supervision.
The use of art supplies can be potentially hazardous for the preschool age group.
Products should carry a warning or caution label that states whether if s safe for children. Art products can cause inhalation, ingestion and skin problems. In order to prevent these hazardous conditions a well ventilated area should be chosen for the art work. Dry art supplies that can be easily inhaled, such as tempera paint and clay should be avoided with young children. Poster and liquid paints are good for children of this age. Water based paints that are non toxic can be used also. Staff and parents are to make sure they read labels for hazardous warnings. Proper supervision is important. Children should be instructed on how to use materials. Parents can supervise the use of art supplies with their children. Children should be instructed how to use art materials.
Computers are being used in the early childhood environment today more and more.
Some possible hazards associated with the use of computers are muscular skeletal injuries, vision problems, lack of exercise and social isolation. Close supervision is recommended for computer use with young children. Basic electrical safety precautions should be taught to children. Used computers should be checked for wear and tear. Parents and caregivers should set limits of short periods of time for computer use by children. Computers and area surrounding them are to be appropriately designed for children’s use. Teaching children to sit correctly at computer and positioning arms and bodies can reduce strain on arms necks and shoulders. Staff and Parents setting limits on use can reduce lack of exercise and social interactions for children.
When working with children and their families professional must be aware of the
hazards/safety threats in their environment. They should have a clear set of policies and practices that ensures safety for the children. Early childhood professionals should be able to communicate those safety measures to families to help them become aware of safety practices that can be put in place in their homes.
Falls from playground equipment is common among children in the preschool age
group. Equipment structure should be no ore than 51/2 ft tall. Structure taller than that can cause serious injuries. Staff-child ratio is 1 staff to every 10 children. Surface should be resilient and cushioned under and around equipment. Children of this age group over estimate their abilities and should be reminded of the proper use of equipment. They should be given guidelines for use of outdoor equipment and those guidelines should be stressed constantly. As measures of safety, surfaces should be checked for glass and debris daily. Teachers are to be attentive to children at play at all times.
Parents should be ware of the many dangers in their children’s play area and be
prepared to address them. The teacher can display informational fliers/handouts on
playground equipment and safety guidelines for parents take. Parents can place ample
cushioning in play areas and under equipment in the home to help avoid injuries. They
can pay attention to protruding roots, inspect are for glass and debris and address
concerns as they see them.
Common items that can poison children are; cleaners, medicines, plants. pesticides and cosmetics if swallowed. They should be put up high in a locked cabinet,
out of reach of children. Things should be kept in original containers and tops should be childproof. Environments should be free of toxic plants that can cause rashes. These plants should be removed and placed in a bag that is tightly closed and disposed of. To ensure safety, environments should be inspected from a child’s view. Children are to be supervised at all times. Parents and staff can be educated about poison control and what to do in case of emergency. Informational handouts from poison control centers and police departments can be distributed to parents. Emergency numbers are to be placed near the telephone.
Lack of supervision is a major safety threat for children in this age group. The
staff–child ratio is 1 adult to every 10 children. Supervision is important with this group even though it appears children need less supervision than they did before. When children are well supervised they tend to be more cautious in their actions to be risk takers. Activities should be developmentally appropriate. Children should always be in clear view of the teacher. If a situation occurs, the teacher is right there to do whatever is needed to prevent it from happening. Teachers can point out supervising methods that are being used in classrooms to parents to ensure them that their children are being well care for and to help them understand the importance of safe supervision.
The use of art supplies can be potentially hazardous for the preschool age group.
Products should carry a warning or caution label that states whether if s safe for children. Art products can cause inhalation, ingestion and skin problems. In order to prevent these hazardous conditions a well ventilated area should be chosen for the art work. Dry art supplies that can be easily inhaled, such as tempera paint and clay should be avoided with young children. Poster and liquid paints are good for children of this age. Water based paints that are non toxic can be used also. Staff and parents are to make sure they read labels for hazardous warnings. Proper supervision is important. Children should be instructed on how to use materials. Parents can supervise the use of art supplies with their children. Children should be instructed how to use art materials.
Computers are being used in the early childhood environment today more and more.
Some possible hazards associated with the use of computers are muscular skeletal injuries, vision problems, lack of exercise and social isolation. Close supervision is recommended for computer use with young children. Basic electrical safety precautions should be taught to children. Used computers should be checked for wear and tear. Parents and caregivers should set limits of short periods of time for computer use by children. Computers and area surrounding them are to be appropriately designed for children’s use. Teaching children to sit correctly at computer and positioning arms and bodies can reduce strain on arms necks and shoulders. Staff and Parents setting limits on use can reduce lack of exercise and social interactions for children.
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