Physical fitness is important for young children for many reasons. Here are just a few of the many benefits of physical fitness:
• Physical fitness provides overall benefits to a child’s lifelong health.
• Physical fitness protects against high cholesterol, coronary artery disease, obesity, and poor self esteem.
• Physical fitness aids in keeping a child active.
• Physical fitness is fun can be easy.
• Physical fitness helps children develop and advance in motor development and physical development.
Three developmental skills that children are learning at this stage are:
• Literacy skills
• Locomotor skills
• Manipulative skills
Physical fitness activities can help a child towards mastery of these skills because through repeated exercise, a child gains the muscle control to advance in these areas.
In literacy skills exercises, the children can learn how to move and imitate animals which, in turn the children are gaining muscle control to perform various animal stances as well as, the children can gain advancement in more complicated animal stances such as from hopping on both feet to jumping up and down in place, or hopping on both feet to hopping on one foot. The children also learn the literacy aspect of this activity by learning and reading about the different types of animals and how they move about (http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf).
Locomotor skills are the motor skills we use to walk, run, hop, and skip. These skills are performed using our legs and feet. A child who practices these skills on a daily basis will eventually master these skills at a more advanced level because a baby must learn to crawl before he walks, and a toddler walks before he runs, etc. An example of a locomotor activity would be jumping rope. Mastery of being able to jump rope means that the child is effectively using locomotor skill by jumping without getting the rope tangled in his or her feet.
Manipulative skills are the skills a child uses with his hands and arms. These skills include throwing, striking, and catching. A child has to master using their hands and finger skills in order to catch a large ball, then to catch a smaller ball requires the child more precision at using his or her hands and fingers. Physical activities involving playing baseball, playing catch, and throwing balls, helps a child to master the manipulative skills.
When children do not engage in healthy fitness activities they are prone to becoming obese, have other health issues and they don’t develop properly. Obesity is a major issue for children because it can lead to inability to exercise regularly and causes major chronic disease and death. “The percentage of children who are obese has tripled in the last 30 years” (Robertson, C. 2010, p. 259). This means that a lot of nutritional habits are not being practiced in the home. Also, the impact that childhood obesity has with regards to physical activity is that obese children can’t keep up with their peers, or they may not get chosen to play with others. Lastly, an obese child’s self-esteem is lower than other children’s because they get made fun of more so than the other children. Also, an obese child has a poor self image and this creates poor self-esteem.
Adults can help children develop good fitness habits by cooperating with the children and performing the activities with the children. Routine exercising helps get the children to develop good fitness habits. If a child sees the teacher working out, the child will want to work out as well. If a teacher creates a fun learning environment, with an environment that is interesting to explore, the children will have fun while doing so. Lastly, if parents are involved in these processes of exercising regularly the children will tend to be more active because they have significant adults in their lives that are active.
Some activities that children can perform and one’s that are enjoyable, are activities such as playing hula hoops, and ball bouncing. These activities involve all of the children at once because each child can have their own ball and hula hoop.
Bouncing a ball uses hand movement and what is called manipulative skills, which is basically hand movements. The children can practice bouncing the ball until they perfect this skill. This activity is developmentally appropriate because the children can practice ball bouncing, they can gain coordination from eyes to hands, and the balls are safe and easy to carry because the teacher can use rubber balls or soft balls.
Playing hula hoop activities are fun because it is challenging and they come in a variety of colors. The children can learn a lot of skills with a hula hoop such as jumping “in and out of them, march inside of them, and balance them on their arm” (http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1038789361&sid=1&Fmt=4&clientid=70192&RQT=309&VName=PQD). This activity uses locomotor skills because children use their feet and legs to jump in and out of the hula hoop.
“It takes a whole village to raise a healthy child” (http://proquest.umi.com.ezp.waldenulibrary.org/pqdweg?did=1038789361/&sid=1&Fmt=4&clientId=70192&RQT=309&VName=PQD&cfc=1). This quote is a thought provoking quote because it holds validity. It holds validity because in order for a child to grow up healthy, it not only starts in the home. Teachers play a huge role in teaching and guiding children to grow healthy, educated, and have a sense of belonging. A child’s overall health is determined by the actions of those around them because children require love, care, guidance, and room for exploration and the development of their own ideas and morals. The role of the teacher is to guide and nurture the children along the way.
Physical activity poses many benefits to children’s health. Physical activity reduces risks of death, sickness, and chances for developing obesity. Also, as a child develops a routine of physical activity, it “helps them build motor skills, learn about physical fitness, and lay the groundwork for an active, healthy lifestyle” (http://www.extension.iastate.edu/Publications/PM13598.pdf). It is easy to mold children to live a healthy lifestyle by starting them when they are young so when they grow, they take with them the healthy routines that they are taught as children. When physical activity is practiced on a daily basis, it becomes a natural process, which benefits the body for a lifetime. Teachers and families can do their part by teaching children healthy routines such as eating healthy and exercising regularly. “Physical activity is an important part of good health and helps children to maintain appropriate healthy weights” (http://www.health.state.ny.us/prevention/nutrition/resources/dochcare.htm). Because childhood obesity is harmful to a child’s health, there are many programs in schools and in the community that can help children to maintain healthy diets and regular exercising habits.
Resources
National Association for the Education of Young Children. (2006, May). Resources for
encouraging good nutrition and physical fitness. Beyond the Journal: Young Children on the
Web. Retrieved from http://www.naeyc.org/files/yc/file/200605/ResourcesBTJ.pdf
New York State Department of Health. (2006, April). Preventing childhood obesity: Tips for
child care professionals. Retrieved from
http://www.health.state.ny.us/prevention/nutrition/resources/obchcare.htm
Robertson, C. 2010. Safety, nutrition, and health in early education. (4th ed.).
Wadsworth/Cengage Learning.
Rupnow, A., & Morain, V. Growing up fit: Preschool fitness activities. (2000, March). Retrieved
from Iowa State University: University Extension:
http://www.extension.iastate.edu/Publications/PM1359B.pdf
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.umi.com.ezp.waldenulibrary.org/pqdweb?did=1038789361&sid=1&Fmt=4&clientId=70192&RQT=309&VName=PQD
Tuesday, April 13, 2010
Monday, April 12, 2010
Nutrition and Children
Good nutrition and eating habits are important to all children because it helps them to grow up healthy, it reduces the risk of disease and death, and it prevents obesity. By using the nutrition guidelines from the My Pyramid Food Guidance System and the My Pyramid for Kids, parents, teachers, and children, can refer to them to see the requirements for a healthy diet. The My Pyramid for Kids allows parents and teachers to learn what is required for children based on all of the food groups and the children’s activity level (Robertson, 2010, p.219). This guide was made especially for children and it even can be used by children because it has colorful pictures and the website has coloring pages that children can color as well as, games and interactive activities pertaining to healthy eating. Good nutrition also helps a “child maintain health and fight off infections, colds, and other communicable diseases” (Robertson, C. 2010, p.246). Families can help their children to prevent catching a disease, become sick, and to grow healthy by making sure their child brings nutritious foods to school every day. Teachers can help maintain a child’s overall well-being by creating fun, informative activities and hand-outs for the children that show how good nutrition is important.
Adults should actively help children develop healthy eating habits by offering them healthy foods from all of the food groups as suggested by the My Pyramid for Kids, and offer them fun ways to include them in the preparation of healthy meals. This is so important because we are role models for children, and children see what we eat and they develop the same eating habits as we do. It is important for a child’s overall health and development to learn about the benefits of fruits and vegetables, and to practice healthy eating habits to pass the risk of death and disease.
Parents can help a child to practice healthy eating by buying groceries and preparing meals that include all of the foods suggested by the My Pyramid Food for Kids. “The adult is responsible for controlling what food comes into the house and how it is presented to the child” (Robertson, C. 2010, p. 307). If a parent is accustomed to eating out all of the time, the child may not want to try foods that are not prepared at home such as vegetables, fruits, and whole grains because the food is unrecognizable and has a different taste. Instead, parents can take the child shopping with them to purchase food, and let the child be an active participant in the picking of fruits and vegetables. This teaches the child the importance of eating healthy foods.
Teachers can create fun lesson plans that allow the children hands- on experiences with healthy foods such as through reading books, and preparing recipes where the children can be an active participant. “The teacher can foster good nutrition by involving preschoolers in selecting and preparing foods” (Robertson, C. 2010, p. 315). Children can also help out by setting the table, or they can make recommendations on what to eat. By allowing children to be active participants they can gain confidence, and develop an interest to try new things.
Pyramid Tortilla
This is a fun snack or lunch for kids to make. It has food from all of the food groups.
For each tortilla you will need:
(1) 8-inch tortilla
1-2 ounces thin sliced turkey or ham
2 Tablespoons shredded cheese
¼ cup shredded lettuce
1 Tablespoon raisins
Low fat mayonnaise, cream cheese or margarine
Give each child a tortilla. Have them spread with mayonnaise, margarine, or cream cheese. Then layer on the turkey or ham, cheese lettuce, and raisins. Roll up and enjoy. This sandwich could also be made using a slice of bread or an English muffin.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0209.html.
Magical Fruit Salad
(1) 20-ounce can pineapple chunks in juice
½ pound seedless grapes
2 bananas
1 ¾ cups low fat milk
1 small package (3 ½ ounces) instant lemon or vanilla pudding mix.
Drain the pineapple chunks. Put the chunks in the bowl. Rinse the grapes. Pat dry with a paper towel. Add the grapes to the bowl. Peel and cut the bananas in to bite size pieces. Pour the milk over the fruit. While slowly stirring the fruit mixture, sprinkle in the pudding mix. Let the mixture stand for 5 minutes.
Best eaten soon. Refrigerate any leftovers.
Makes 8 servings.
Nutritional information per serving: 160 calories, 1g fat, 5 mg cholesterol, 180 mg sodium, 36mg carbohydrate.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0212.html.
Banana Milkshake
(1) Cup low fat milk
1 large banana sliced
Mix milk and banana together for a delicious milkshake. Serves 2. Nutrition Information: 110 calories, 2.5 g fat, 10 mg cholesterol, 50 mg sodium, 19 g carbohydrate.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0301.html.
The Pyramid Tortilla has grains, meats, dairy, fruit, and vegetable groups all in one. This is a great recipe for feeding a child all of the foods in the pyramid in one meal. The children can help with the preparation of this recipe by ripping the lettuce, spreading the mayo, cream cheese, or margarine on the tortillas, topping the tortillas, and rolling up the tortillas. Of course the children can also help by tasting the finished product.
The Fruit Salad is a great way to get the children to eat fruits that they love. Also, the children can help to add the fruit to the bowl and with mixing.
The Banana Milkshake is a great way to enhance dairy products such as milk; also it makes a cool treat for any child to enjoy in the summer, or as a quick snack. The children can participate by breaking up, or cutting the banana and placing it in the blender, also to pour the milk in the blender, and push the button.
Resources
3
Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.).
Belmont, CA: Wadsworth/Cengage Learning.
University of Illinois Extension: Food for Thought: Ideas for Parents of
Preschoolers http://urbanext.illinois.edu/foodforthought/.
Adults should actively help children develop healthy eating habits by offering them healthy foods from all of the food groups as suggested by the My Pyramid for Kids, and offer them fun ways to include them in the preparation of healthy meals. This is so important because we are role models for children, and children see what we eat and they develop the same eating habits as we do. It is important for a child’s overall health and development to learn about the benefits of fruits and vegetables, and to practice healthy eating habits to pass the risk of death and disease.
Parents can help a child to practice healthy eating by buying groceries and preparing meals that include all of the foods suggested by the My Pyramid Food for Kids. “The adult is responsible for controlling what food comes into the house and how it is presented to the child” (Robertson, C. 2010, p. 307). If a parent is accustomed to eating out all of the time, the child may not want to try foods that are not prepared at home such as vegetables, fruits, and whole grains because the food is unrecognizable and has a different taste. Instead, parents can take the child shopping with them to purchase food, and let the child be an active participant in the picking of fruits and vegetables. This teaches the child the importance of eating healthy foods.
Teachers can create fun lesson plans that allow the children hands- on experiences with healthy foods such as through reading books, and preparing recipes where the children can be an active participant. “The teacher can foster good nutrition by involving preschoolers in selecting and preparing foods” (Robertson, C. 2010, p. 315). Children can also help out by setting the table, or they can make recommendations on what to eat. By allowing children to be active participants they can gain confidence, and develop an interest to try new things.
Pyramid Tortilla
This is a fun snack or lunch for kids to make. It has food from all of the food groups.
For each tortilla you will need:
(1) 8-inch tortilla
1-2 ounces thin sliced turkey or ham
2 Tablespoons shredded cheese
¼ cup shredded lettuce
1 Tablespoon raisins
Low fat mayonnaise, cream cheese or margarine
Give each child a tortilla. Have them spread with mayonnaise, margarine, or cream cheese. Then layer on the turkey or ham, cheese lettuce, and raisins. Roll up and enjoy. This sandwich could also be made using a slice of bread or an English muffin.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0209.html.
Magical Fruit Salad
(1) 20-ounce can pineapple chunks in juice
½ pound seedless grapes
2 bananas
1 ¾ cups low fat milk
1 small package (3 ½ ounces) instant lemon or vanilla pudding mix.
Drain the pineapple chunks. Put the chunks in the bowl. Rinse the grapes. Pat dry with a paper towel. Add the grapes to the bowl. Peel and cut the bananas in to bite size pieces. Pour the milk over the fruit. While slowly stirring the fruit mixture, sprinkle in the pudding mix. Let the mixture stand for 5 minutes.
Best eaten soon. Refrigerate any leftovers.
Makes 8 servings.
Nutritional information per serving: 160 calories, 1g fat, 5 mg cholesterol, 180 mg sodium, 36mg carbohydrate.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0212.html.
Banana Milkshake
(1) Cup low fat milk
1 large banana sliced
Mix milk and banana together for a delicious milkshake. Serves 2. Nutrition Information: 110 calories, 2.5 g fat, 10 mg cholesterol, 50 mg sodium, 19 g carbohydrate.
Resources
University of Illinois Extension: Food for Thought: Ideas for Parents of Preschoolers
http://urbanext.illinois.edu/foodforthought/0301.html.
The Pyramid Tortilla has grains, meats, dairy, fruit, and vegetable groups all in one. This is a great recipe for feeding a child all of the foods in the pyramid in one meal. The children can help with the preparation of this recipe by ripping the lettuce, spreading the mayo, cream cheese, or margarine on the tortillas, topping the tortillas, and rolling up the tortillas. Of course the children can also help by tasting the finished product.
The Fruit Salad is a great way to get the children to eat fruits that they love. Also, the children can help to add the fruit to the bowl and with mixing.
The Banana Milkshake is a great way to enhance dairy products such as milk; also it makes a cool treat for any child to enjoy in the summer, or as a quick snack. The children can participate by breaking up, or cutting the banana and placing it in the blender, also to pour the milk in the blender, and push the button.
Resources
3
Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.).
Belmont, CA: Wadsworth/Cengage Learning.
University of Illinois Extension: Food for Thought: Ideas for Parents of
Preschoolers http://urbanext.illinois.edu/foodforthought/.
Health Promotion and Crisis Plannning
Two disasters that could affect the Southern California region are Earthquakes and Fires. The preschool environment that I am going to create is in Anaheim, California with 2-year olds, and after school children ranging from ages 6-12. The dangers of an earthquake are devastating depending on the severity of the quake. In some instances, cupboards can open, large furniture can fall, and buildings can experience structural damage. Children can become victims of things and furniture falling on them if the objects are not properly strapped down. Also, some daycare centers have stoves in which meals are prepared. If the stove is not properly secured in place, it can pose a hazard to the children as well. Sudden jolting of the stove can create the stove to move around which can create the stove to separate from the gas valve which is dangerous because of gas leaks or an explosion can occur. The children are the most at risk from earthquakes because they are smaller and more susceptible to injury.
Fires are another extreme disaster that can cause risks to children and adults. Children can be harmed from fires due to burns, smoke inhalation, or objects collapsing on them. If there is a lot of brush and trees near the facility it needs to be clear from the building so the building cannot be harmed from fire. Children are the most at risk from fires because smoke inhalation can cause them lung damage or not to be able to breathe properly. A child has smaller lungs than an adult, so if there is a fire, it is important to stay close to the ground where the air quality is better.
Being prepared is very important because everyone can work together to come up with solutions if a disaster hits, and by making a preparedness kit, the children’s safety becomes enhanced. Being prepared can also teach the children that disasters can occur and they can learn to be prepared if the time comes. It helps to have both an earthquake and fire kit handy. The items that are important to have in these kinds of kits are food, blankets, water, contact numbers for emergency personnel and parents, flashlights, and bandages (“American Red Cross,” 2003). The consequences of not being prepared could be devastating. If the environment is not safe, death could be a result as well as injury. It is important to have the environment inspected yearly as a precaution to ensure the safety of the children. If furniture falls on the children they could be hurt badly. Lastly, if the environment is not safe, the risk is greater for children.
In developing a plan, the appropriate steps would need to be enforced: First, I would create a map for evacuation with all of the possible dangers to avoid or that need repair. Also, I would need to have a list of all of the children to take count in case a disaster shall occur. By making survival kits and having those easily accessible can help to make things easier in case a disaster occurs. Lastly, having access to the outside world via telephone, radio, or television is important to see what is expected next in terms of the disaster. The most important thing in any disaster is ensuring the safety of the children. If a disaster occurs I need to remain calm to protect the children. Also, I need to take the children to a safe zone and wait until help arrives or to see if it is ok to return to our normal activities. An evacuation plan is important for any disaster. The first step is to gather the children to an outside open area until help arrives, or to gather the children to the area rug and sit with them until we see what to do next or until disaster subsides. Lastly, I need to inform parents of the disaster and the condition of the children. This helps to have the parents be informed to reduce any chances of panic. Also, parents may be able to help out if needed, and they may be able to take their children home in case the environment gets too dangerous for them to be in or destroyed. Moreover, parents can get involved with helping the teacher and children to create the first aid kits. This is important for parents to be assured and informed that their children are prepared should a disaster occur.
Resources
American Red Cross. (2003, June). Retrieved March 21, 2010 from (www.redcross.org/www-
files/Documents/pdf/getting_assistance/pickingupthepieces_disaster.pdf). June,2003
Fires are another extreme disaster that can cause risks to children and adults. Children can be harmed from fires due to burns, smoke inhalation, or objects collapsing on them. If there is a lot of brush and trees near the facility it needs to be clear from the building so the building cannot be harmed from fire. Children are the most at risk from fires because smoke inhalation can cause them lung damage or not to be able to breathe properly. A child has smaller lungs than an adult, so if there is a fire, it is important to stay close to the ground where the air quality is better.
Being prepared is very important because everyone can work together to come up with solutions if a disaster hits, and by making a preparedness kit, the children’s safety becomes enhanced. Being prepared can also teach the children that disasters can occur and they can learn to be prepared if the time comes. It helps to have both an earthquake and fire kit handy. The items that are important to have in these kinds of kits are food, blankets, water, contact numbers for emergency personnel and parents, flashlights, and bandages (“American Red Cross,” 2003). The consequences of not being prepared could be devastating. If the environment is not safe, death could be a result as well as injury. It is important to have the environment inspected yearly as a precaution to ensure the safety of the children. If furniture falls on the children they could be hurt badly. Lastly, if the environment is not safe, the risk is greater for children.
In developing a plan, the appropriate steps would need to be enforced: First, I would create a map for evacuation with all of the possible dangers to avoid or that need repair. Also, I would need to have a list of all of the children to take count in case a disaster shall occur. By making survival kits and having those easily accessible can help to make things easier in case a disaster occurs. Lastly, having access to the outside world via telephone, radio, or television is important to see what is expected next in terms of the disaster. The most important thing in any disaster is ensuring the safety of the children. If a disaster occurs I need to remain calm to protect the children. Also, I need to take the children to a safe zone and wait until help arrives or to see if it is ok to return to our normal activities. An evacuation plan is important for any disaster. The first step is to gather the children to an outside open area until help arrives, or to gather the children to the area rug and sit with them until we see what to do next or until disaster subsides. Lastly, I need to inform parents of the disaster and the condition of the children. This helps to have the parents be informed to reduce any chances of panic. Also, parents may be able to help out if needed, and they may be able to take their children home in case the environment gets too dangerous for them to be in or destroyed. Moreover, parents can get involved with helping the teacher and children to create the first aid kits. This is important for parents to be assured and informed that their children are prepared should a disaster occur.
Resources
American Red Cross. (2003, June). Retrieved March 21, 2010 from (www.redcross.org/www-
files/Documents/pdf/getting_assistance/pickingupthepieces_disaster.pdf). June,2003
Scenario 1:
A three year old boy in a preschool environment brings one of his toy cars to class. He then puts the car in his mouth and ends up choking on the toy car, his airway is blocked and he starts coughing and gagging. My teacher aide runs with me to his rescue and while I am getting him in the position to help assist with the removal of the toy car, the teacher’s aide goes to call for emergency help and assists with the other children in the class.
The proper emergency procedure for dealing with choking is to check on the person or child (http://72.3.171.147/#SITE). By checking the child and the scene of the injury, being that there is an aide to help out with the other children and make the emergency call, I can work fast to help the child in need. In caring for the choking child, I can help the child by
allowing him to continue to cough, but if he cannot cough, speak to me, and or breathe, I need to give the child 5 back blows with the heel of my hand, and perform 5 quick abdominal thrusts and repeat until the child coughs, and the object is expelled(http://72.3.171.147/#SITE).
If the child does not seem to recover from the choking or becomes unconscious, we need to work fast to perform CPR, and try to bring the child back to a conscious state until help arrives.
Scenario 2:
A little 4 year old girl needs CPR because while she was playing outside she collapsed in the playground area. My teacher’s aide runs to call for help while I rush to help the fallen girl.
The proper emergency procedure for a child who needs CPR is to check the pulse, and start to perform CPR. To perform CPR, I need to open the air way by placing the little girls head upward while she is on her back and start giving her 2 rescue breaths by placing my mouth on hers and blowing into her mouth. Next, I need to compress her chest 30 times, by placing my hands on the breast bone and pushing inward, then following 2 rescue breaths again (http://72.3.171.147/#SITE). This procedure is tried 30 times until the child regains consciousness. Emergency personnel should be there by the time I am performing CPR, if not I will be doing what I can to help the child to survive until help arrives.
In each of the scenarios, an emergency plan was necessary. The plan consisted of having the training in CPR, first aid, and making emergency calls. It is important to have advance planning and training before becoming a teacher of small children. By having the training in CPR, choking, and having the knowledge to make emergency calls is important to save a life. Also, advance planning helps to prevent these types of situations from happening, but especially offers the benefits of being able to help someone. CPR is a benefit for everyone because it is a procedure that helps someone to breathe when unconscious. If a teacher did not have the requirements to first aid training, the situation could be devastating and much unorganized. It is a special reward to save a life.
Some additional steps that adults must take to ensure they are prepared to handle these kinds of crises are making sure they too are certified in CPR and first aid training, obtaining lists of important phone numbers to fire, police, ambulance, children’s physicians, and emergency phone contacts such as parents for each child, and keeping this list near the phone at all times. Also, everyone should have a disaster kit that includes a radio, water, blankets, food, and a cell phone to communicate if land lines are not working. Lastly, by creating a safe environment with constant supervision for the children to explore, learn, and play, the teacher can rest assured that accidents can be lowered, especially with the inclusion of the first aid kits, and first aid training.
Resources
American Red Cross: Prepare for Emergencies with American Red Cross First Aid, CPR and Automated External Defibrillator (AED) Courses http://www.redcross.org/portal/site/en/menuitem.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoid=42eebd7df52bb110VgnVCM10000089f0870aRCRD&currPage=ae14bd7df52bb110VgnVCM10000089f0870aRCRD
A three year old boy in a preschool environment brings one of his toy cars to class. He then puts the car in his mouth and ends up choking on the toy car, his airway is blocked and he starts coughing and gagging. My teacher aide runs with me to his rescue and while I am getting him in the position to help assist with the removal of the toy car, the teacher’s aide goes to call for emergency help and assists with the other children in the class.
The proper emergency procedure for dealing with choking is to check on the person or child (http://72.3.171.147/#SITE). By checking the child and the scene of the injury, being that there is an aide to help out with the other children and make the emergency call, I can work fast to help the child in need. In caring for the choking child, I can help the child by
allowing him to continue to cough, but if he cannot cough, speak to me, and or breathe, I need to give the child 5 back blows with the heel of my hand, and perform 5 quick abdominal thrusts and repeat until the child coughs, and the object is expelled(http://72.3.171.147/#SITE).
If the child does not seem to recover from the choking or becomes unconscious, we need to work fast to perform CPR, and try to bring the child back to a conscious state until help arrives.
Scenario 2:
A little 4 year old girl needs CPR because while she was playing outside she collapsed in the playground area. My teacher’s aide runs to call for help while I rush to help the fallen girl.
The proper emergency procedure for a child who needs CPR is to check the pulse, and start to perform CPR. To perform CPR, I need to open the air way by placing the little girls head upward while she is on her back and start giving her 2 rescue breaths by placing my mouth on hers and blowing into her mouth. Next, I need to compress her chest 30 times, by placing my hands on the breast bone and pushing inward, then following 2 rescue breaths again (http://72.3.171.147/#SITE). This procedure is tried 30 times until the child regains consciousness. Emergency personnel should be there by the time I am performing CPR, if not I will be doing what I can to help the child to survive until help arrives.
In each of the scenarios, an emergency plan was necessary. The plan consisted of having the training in CPR, first aid, and making emergency calls. It is important to have advance planning and training before becoming a teacher of small children. By having the training in CPR, choking, and having the knowledge to make emergency calls is important to save a life. Also, advance planning helps to prevent these types of situations from happening, but especially offers the benefits of being able to help someone. CPR is a benefit for everyone because it is a procedure that helps someone to breathe when unconscious. If a teacher did not have the requirements to first aid training, the situation could be devastating and much unorganized. It is a special reward to save a life.
Some additional steps that adults must take to ensure they are prepared to handle these kinds of crises are making sure they too are certified in CPR and first aid training, obtaining lists of important phone numbers to fire, police, ambulance, children’s physicians, and emergency phone contacts such as parents for each child, and keeping this list near the phone at all times. Also, everyone should have a disaster kit that includes a radio, water, blankets, food, and a cell phone to communicate if land lines are not working. Lastly, by creating a safe environment with constant supervision for the children to explore, learn, and play, the teacher can rest assured that accidents can be lowered, especially with the inclusion of the first aid kits, and first aid training.
Resources
American Red Cross: Prepare for Emergencies with American Red Cross First Aid, CPR and Automated External Defibrillator (AED) Courses http://www.redcross.org/portal/site/en/menuitem.53fabf6cc033f17a2b1ecfbf43181aa0/?vgnextoid=42eebd7df52bb110VgnVCM10000089f0870aRCRD&currPage=ae14bd7df52bb110VgnVCM10000089f0870aRCRD
Course Project
Section 1: Safety Practices and Procedures
Angela Van Rosmalen
03/12/10
In working with preschoolers there are some potentially hazardous safety threats that are common to the age group of children 3-5. Five potential situations/ safety threats are outdoor equipment, play space, water safety, toy safety, and age- appropriate activities and equipment.
For outdoor equipment children love to climb and run so there needs to be measures used to ensure the safety of the children. Outdoor equipment needs to have shock absorbers, and padded equipment to prevent and aid in falls if they might happen. Hazardous threats in outdoor equipment include those made of metal which can rust and cause cuts if they break, and others are made out of wood which can splinter. Plastic equipment is modern and safer to use (Robertson, C. 2010, p.147-48).
A child’s play space is the area in the early childhood environment in which the children play and use to exercise in. The space needs to accommodate all of the children and be safe for all of them. Also, teacher supervision must be present at all times to ensure safety of the children. The play space has to be large enough for each child to play and exercise in. Safety measures can include making sure that the teacher has an eye on the whole space being used by the children in order to ensure proper supervision, the equipment has to be separate from other areas so that children can avoid collisions, and the levels of the play equipment has to support the size and stature of the children.
For water safety in a childcare setting the water temperature cannot reach a scalding point because of the risk of burns. Also, if there are pools or bodies of water nearby there should be adequate fencing and covers to aid in the prevention of drowning. Safety policies include supervision of children at all times, and have the required devices such as floatation devises and teachers’ assistants to aid in the pool.
Toy safety for 3-5 year old must be age- appropriate and to keep them safe from injury. Toys should accommodate learning and riding toys should be "sturdy and be well- balanced" (Robertson, C. (2010). p.148). Also teachers need to avoid children from playing with small toys to prevent them from swallowing them or choking on them. Teachers also need to make sure that the children are assisted in taking turns so they prevent them falling or getting injured on riding toys and gym areas. Toys need to be inspected prior to introducing them to the children and recall lists need to be watched and reviewed often.
Activities need to be age-appropriate for the children. Toys are labeled upon manufacturing so when the consumer purchases them, the cautions and hazards and age limits are displayed. It is a good idea to pay attention to the limitations before purchasing toys. Some regulations include making sure the toys are appropriate for the children and the toys accommodate the different age groups. Also, supervision is a must in the play environment.
Families can ensure the safety of the children at home by reading directions to labels, reading safety books, and going online to research safety guidelines for children of specific ages. Also, parents can talk to the teacher of the child's care facility to gain knowledge on how safety issues are practiced there. Here, parents can work with teachers to develop partnerships on their children's safety and health.
Resources
Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.). Belmont, CA: Wadsworth/Cengage Learning.
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