Physical Fitness

         Physical fitness is a vital component for healthy growth and development in young children. Physical activity helps children in the development of gross and loco motor skills which helps with movement. Physically fit children are also more likely to have healthy cardiovascular health. Regular physical fitness is one of the most successful ways to lower both obesity and type two diabetes, which can both pose a threat to children's heart health. Physical fitness is important to the healthy development and growth of the children's muscles and bones. Physical activity is also important to promote healthy behavior in children, reducing stress and keeping children calm.

            Five Key Reasons Physical Fitness is important to young children include:

* Physical activity is important to the overall health and wellbeing of the child.

* Through physical activity young children strengthen their joints, muscles and bones.

* Physical fitness helps children's self esteem, reducing depression and anxiety.

* Regular physical activity helps the children focus better in school contributing to better learning.

* Physical fitness also aids in better sleeping habits.

            Physical activity helps children learn the vital developmental skills appropriate for their age. Through basic fitness young children can learn motor skills (both gross and loco motor), and manipulative skills. The development of these skills are important to the healthy balance and motion of being able to complete tasks. Some examples of the developmental milestones children should reach at this age include running, hoping, skipping, and bouncing (Goodway & Robinson, 2006). The basic skills developed through physical activities in young children are the foundation for everyday activities as well as advanced sports and activities in the future. Another developmental skill young children are learning and developing are their social and emotional skills. Physical activities promotes social interaction between children as well as the adults involved. During physical activities children work in teams/groups which helps develop the skills necessary to work with others. While learning physical activities children are developing their learning, critical thinking and problem solving skills. While learning how to do the physical activity the children's brains are being stimulated enhancing their learning ability.

            Unhealthy physical fitness can lead to negative health and developmental problems. When children do not engage in healthy fitness activities they are at an increased risk for being overweight or obese which can lead to several chronic illness and poor self-esteem. Today we are seeing a rise diseases related to lack of physical activity and poor eating habits. "More than 12 million children and adolescents are obese, and more than 23 million children and adolescents are overweight" (Robertson,2013).When children do not engage in physical activities they are more susceptible to becoming overweight or obese. Children  who are obese are at risk for developing heart disease and cardiovascular problems, such as high blood pressure and improper functioning of heart. Obesity can also cause respiratory problems and sleep disorders. For example sleep apnea which occurs when the child stops or has shallow periods of breathing during sleep. Sleep apnea can cause other serious health complications because sufficient oxygen is being deprived from areas of the body during these episodes. Sleep apnea can have a damaging effect on numerous areas of the child's health and development. Being overweight or obese can also lead to muscle, joint and bone problems. The extra weight can put pressure on the child's joints, and the lack of physical activity can lead to weaker muscles, and bones. (Robertson, 2013)

            Children who do not engage in regular fitness are not only physical but emotional and social development problems. Being overweight or obese can have a negative effect on a child's mental health and self esteem. Children who are overweight or obese are more susceptible to being bullied or teased. Overweight or obese children commonly suffer from poor body image and self-esteem which affects their relationships with others. Children who are obese struggle with being socially accepted and often feel different from their peer making it hard to feel accepted or develop relations with other children. Not being accepted or feeling ostracized by their peers, children are prone to misbehave for attention or succumb to peer pressure to be socially accepted. These children may experience behavioral problems of rage or aggression, depression, or anxiety because of the social problems due to being overweight or obese Children who are not involved in fitness activities do not get the social/peer interaction that children who are physically active experience. When children are involved in healthy fitness activities they get a vast amount  of positive outcomes that aid in proper development physically and socially.

            Adults can help children develop good fitness habits through modeling healthy fitness habits. Children learn through observation and mimic the behaviors they observe. When the adults practice good fitness and healthy eating habits the children around them learn and want to partake in these practices also. “The ability to perform a motor skill depends on the interaction between learner, task, and environment" (Goodway & Robinson, 2006). Making sure the physical activities are age appropriate and enjoyable is another vital tool in helping young children develop good fitness habits. Adults should offer a variety of ways for the child to do the task so all the children can participate regardless of their developmental level. Adults can help children develop good fitness habits by working with them to choose and create activities they are interested in, and prefer so they are more likely to continue with that physical activity long term.

            Physical fitness is important to the healthy development of gross and loco motor skills. Activities should be age and developmentally appropriate as well as interesting so the children associate good fitness habits with positive experience. An activity to help gross motor skill development can "rainbow parachute" games, such as see-saw pull, roller ball, parachute lift, or parachute tag. Another activity to promote gross motor development can be ball free-throw, there can be different spots so after they master the first "easiest" spot they move onto the next spot, this allows children at all different levels to get involved. Activities that can also promote gross motor can be any fitness activity that involves hopping, skipping, running etc. Another activity that young children may enjoy is hop scotch, have the child draw the board as well as play the game. Drawing the board as well as picking up the "rock" being tossed incorporates fine motor skill building, hoping to each number promotes gross motor development. It is important that during all physical fitness activities the adults provide encouragement and praise the child for their efforts and skills. Adults should also provide coping strategies to the child if they experience frustration and/or disappointment when trying to complete a physical activity.

"All it takes to encourage an active start is a little time and imagination and a commitment to a healthy lifestyle" (Goodway & Robinson, 2006). ''

References:

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:

            Wadsworth/Cengage Learning

Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting

            physical activity in preschoolers. Beyond the Journal: Young Children on the Web.

            Retrieved from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

Healthy Food and Nutrition

Good nutrition and eating habits are a vital component to the overall health and development of children. It is important to children to make sure that the food they eat are nutrient rich to ensure they are receiving the proper macro-nutrients and micro-nutrients. “Adequate nutrition during childhood is necessary to maintain overall health and provide for growth” (Robertson, p. 213). Good nutrition helps to promote energy and fuel learning.

            Infants require high protein diets with plenty of vitamins and minerals this is supplied through breast/formula feeding it is important to help with fast development and growth. When parents start to introduce solid food into the infant/toddlers diet it is important that they continue to get ample nutrients in a well balanced diet. In the toddler years it is important for adults to start instilling and modeling healthy eating habits so the child continues to get good nutrition to promote good nutrient. Children need good nutrient to insure that they  have healthy growth both physically and mentally. Good nutrition ensures that their bodies are functioning properly promoting healthy skin, bone, teeth, organ development etc. Caregivers and parents need to encourage healthy eating habits by choosing healthy meals and snacks for children from a young age.

             In Pre-School and Kindergarten aged years it is essential to introduce new foods into child's diet as well as promote autonomy and display control. One way to encourage autonomy is for the adult to provide the child with reasonable choices. Childcare professionals or parents decide what, when and where while the child decide how much or whether to eat. Another way to promote autonomy is have the child help with meal planning and preparation, provide the child with nutritional food choices and then allow them to engage in a nutritional discussion surrounding their interests. In school aged children it is important for children to know about good nutrition and eating habits as well as learn how to make nutritional choices. It is also important for parents, health care facilities and schools to provide healthy meal and snacks for children. If children develop unhealthy eating habits at a young age they are more prone to health risks and diseases related to in the future such as obesity, breathing issues and type two diabetes. Roberson explains how "without necessary vitamins and minerals that children need, they are susceptible to rickets, night blindness, fatigue, dermatitis, anemia, and scurvy" (Robertson,2013). When children of all ages have good eating habits and nutrition full of macro and micro nutrients they are more likely to experience successful growth and development physically, emotionally, and mentally.

            Adults should actively help children develop healthy eating habits because what they instill and teach them will affect them in every aspect of their life. Since children learn through modeled behavior's it is important they make healthy decisions in their own eating habits so their children are more likely to model these positive eating behaviors. "Adults can help regulate the food consumption behavior in numerous ways" (Robertson, 2013). Since adults have primary control and are “responsible for controlling what food comes into the house and how it is prepared” it is can affect the eating habits children develop and the food they consume. (Robertson, 2013) Having good nutrition and healthy eating habits is a key component to allowing them to properly play, learn, grow and develop. It is important that "whether severed as a meal or snack, food should be satisfying and meet children's nutritional needs," adults can make sure that they are promoting healthy eating habits in children.

            One way adults can help accomplish that children develop healthy eating habits is by insuring that the meals children consume age appropriate portions and that the food they are consuming is nutrient rich rather than calorie empty. Another way adults should actively help children develop healthy eating habits is through offering a variety of food options to children, encourage them to try new things as well as trying them yourself so they are more likely too also. Another way to accomplish this is by adults sitting and talking with children while they eat, as well as about eating choices making this time special, and children enthusiastic about good eating habits.

            One successful strategy to make healthy eating fun is for family members to do it together. Parents and children should work together to choose recipes, go shopping for ingredients, prepare the meal and then eat and enjoy it together as a family. Cooking together allows for a fun, hands on learning experience. Adults should work to create a routine that involves healthy eating practices, picking out recipes for the week, going to the store together to pick out ingredients and healthy snacks etc. Another suggestion for getting children involved is having them help wash the fruits and vegetables or tear up the lettuce. Family members can also incorporate fun games such as "I Spy" when grocery shopping to educate the children about healthy choices. (Fruits and Veggies Matter)

            Children need healthy balanced diets that contain carbohydrates, proteins and fats so they can get all the proper nutrients full of vitamins and minerals they need to strive.

The first recipe is for a nutritional breakfast of Sweet Potato and Pecan Flapjacks (MyRecipes.com, 2015):

Ingredients:

1 1/4 cups all-purpose flour (about 5 1/2 ounces)

1/4 cup chopped pecans, toasted

3 tablespoons yellow cornmeal

2 teaspoons baking powder

1/2 teaspoon salt

1/2 teaspoon ground cinnamon

1 cup fat-free milk

1 cup mashed cooked sweet potato

3 tablespoons brown sugar

1 tablespoon canola oil

1/2 teaspoon vanilla extract

2 large egg yolks

2 large egg whites, lightly beaten

Cooking spray

Preparation

Lightly spoon all-purpose flour into dry measuring cups; level with a knife. Combine flour and next 5 ingredients (through cinnamon) in a large bowl, stirring with a whisk.

Combine milk, sweet potato, sugar, oil, vanilla, and egg yolks, stirring until smooth; add to flour mixture, stirring just until combined. Beat egg whites with a mixer at high speed until soft peaks form; fold egg whites into batter. Let batter stand 10 minutes.

Heat a nonstick griddle or nonstick skillet over medium-high heat. Coat griddle or pan with cooking spray. Spoon about 1/4 cup batter per pancake onto griddle or pan. Cook 2 minutes or until tops are covered with bubbles and edges look cooked. Carefully turn pancakes over, and cook 2 minutes or until bottoms are lightly browned.

Nutritional Information:

Calories 276

Caloriesfromfat 26 %

Fat 7.9 g

Satfat 1.1 g

Monofat 4.1 g

Polyfat 2.1 g
Protein 7.7 g

Carbohydrate 43.7 g

Fiber 2.8 g

Cholesterol 71 mg

Iron 2.7 mg

Sodium 419 mg

Calcium 166 mg

The second recipe that I choose is for lunch, Pizza Roll-Up Bento Lunch (Eating Well, 2015):

Makes: 1 serving
Active Time: 15 minutes
Total Time: 15 minutes

Ingredients

• 1 8-inch whole-wheat flour tortilla
• 2 tablespoons prepared pizza sauce
• 12 leaves baby spinach
• 3 tablespoons shredded part-skim mozzarella
• 1/2 cup cucumber spears
• 1/2 cup cauliflower florets
• 2 tablespoons low-fat creamy dressing, such as ranch
• 1 cup small watermelon pieces
• 6 chocolate wafer cookies

Preparation

1. Place tortilla on a plate and spread pizza sauce over it. Top with an even layer of spinach and sprinkle cheese on top. Microwave on High until the cheese is just melted, about 45 seconds. Carefully roll the tortilla up. Let cool for 10 minutes before slicing into pieces, if desired. Pack the slices in a medium container.
2. Pack cucumber and cauliflower in another medium container. Nestle a small, dip-size container among the vegetables and add dressing.
3. Pack watermelon in one small container and cookies in another small container

Nutrition

Per serving: 419 calories; 11 g fat (2 g sat, 1 g mono); 14 mg cholesterol; 65 g carbohydrates; 16 g protein; 6 g fiber; 679 mg sodium; 415 mg potassium.
Nutrition Bonus: Vitamin C (60% daily value), Vitamin A (25% dv), Calcium (21% dv), Iron (15% dv).
Carbohydrate Servings: 4
Exchanges: 2 starch, 1 fruit, 1 vegetable, 1 carbohydrate (other), 1 medium-fat meat

The third recipe I choose is for a healthy dinner recipe is for make your own tacos, I enjoy this recipe because it gives adults a chance to get children involved in the preparation with washing vegetables as well as choosing what they want on their taco (Food Network, 2015):

Total Time: 50 min

Prep: 20 min

Cook: 30 min

Ingredients

Sweet Potato and Squash Filling:

2 sweet potatoes, cut into 1/4-inch cubes

1/4 winter squash, cut into 1/4-inch cubes

1 tablespoon olive oil

1 teaspoon cumin

1 garlic clove, minced

Salt

Mushroom Saute:

2 teaspoons olive oil

1 medium yellow onion, chopped

1 garlic clove, minced

10 ounces assorted mushrooms (white, oyster, cremini, portobello)

1/2 teaspoon chile powder

1 lime, cut in half

1 orange, cut in half

Salt

1 tablespoon chopped fresh cilantro

Ground Bison:

2 teaspoons olive oil

1 pound ground bison

1/2 teaspoon ground cumin

1/2 teaspoon smoked paprika

1/4 teaspoon ground cinnamon

1/4 teaspoon cayenne pepper

1/4 teaspoon black pepper

Salt

Taco Bar:

6 corn tortillas

6 Boston lettuce leaves

6 radishes, sliced thinly

1 red bell pepper, chopped

1 yellow bell pepper, chopped

1 avocado, cut into eighths

1 cup shredded Jack cheese

1 cup prepared pico de gallo

1/2 cup Greek yogurt

Directions

For the sweet potato and squash filling: Preheat the oven to 425 degrees F.

Toss the sweet potato and squash cubes with the olive oil, cumin, garlic and salt to taste in a bowl and then transfer to a baking sheet. Bake until the vegetables are lightly browned and fork-tender, approximately 30 minutes.

For the mushroom saute: Heat the oil in a large skillet over medium-high heat and add the onions and garlic. Cook until translucent, approximately 3 minutes. Add in the mushrooms and cook, stirring, until lightly browned, about 10 minutes. Add the chile powder, then juice the lime and orange halves over the mushrooms and add salt to taste. Let sit on low heat for 1 minute. Add the cilantro and remove from the heat.

For the ground bison: In a large skillet, heat the olive oil on high heat and add the ground bison. Cook, stirring continuously, until it starts to brown. Add in the cumin, smoked paprika, cinnamon, cayenne pepper, black pepper and salt to taste. Reduce the heat to medium low and cook, stirring occasionally, until the liquid reduces and the meat is browned.

For the taco bar: Place the corn tortillas, lettuce leaves, radishes, bell peppers, avocado, cheese, pico de gallo and yogurt into separate serving containers. Place the mushrooms, bison and sweet potato and squash mixture into separate bowls. Have fun assembling!

References:

Glassman, Keri. "Make-Your-Own Tacos." Food Network. N.p., n.d. Web. 26 Sept. 2015.

"Top 10 Ways Get Kids Involved In Healthy Cooking." N.p., n.d. Web. 27 Sept. 2015.

"Pizza Roll-Up Bento Lunch." EatingWell. N.p., n.d. Web. 28 Sept. 2015.

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:

            Wadsworth/Cengage Learning

"Sweet Potato and Pecan Flapjacks Recipe | MyRecipes.com." MyRecipes.com. N.p., n.d. Web. 28 Sept. 2015.

CPR and Choking Emergencies

     My first scenario describes a choking emergency. Two teachers and children are sitting at a table having snack time when one of the three year olds girl begins to choke on a piece of food. The individuals involved in the emergency consist of the child choking, the teachers and other children at the table. This emergency is occurring during snack time at a head start program for children aged three and four. The first step in the situation is to remain calm, one teacher rushes to attend to the choking child while the other teacher goes to call 9-11. The teacher attending to the three year old girl who is choking first asses her airway and ability to breathe, since the child is coughing the airway is not fully blocked and oxygen is able to being exchanged so the teacher encourages the girl to continue to try and cough. The teacher evaluates the child for any more signs of distress and then administer the Heimlich Maneuver, which consists of five back blows followed by five abdominal thrust, alternating until the airway is cleared. While one teacher is attending to the choking child, the other teacher is providing support and making sure to keep the other children calm during the emergency. The parent/guardian is to be notified of the emergency, if the child's airway is not able to be cleared and must be taken to emergency room for shock then call and direct parents to meet child at hospital. Do not leave the child and make sure you have the child's permission slip to be able to accompany them in an emergency situation. An incident report should always be completed along with the ABC of safety following any emergency to evaluate the cause of the incident and prevent it from occurring again.

            My second scenario is a six month old infant is found unconscious in his crib after nap time and is not responding to attempts to wake him up. This situation is occurring in a private at home care facility. The first proper step for dealing with this emergency is to call 9-11. Next would be to assess the babies condition by a gentle flick on the babies foot or tap on his shoulder while saying his name to see if any signs of consciousness are provoked. Next the baby must be evaluated for any signs of bleeding. If any signs of bleeding are present CPR cannot be preformed until the bleeding is controlled.

            If no signs of bleeding are present the next step is to check for signs of breathing. Signs of breathing can be evaluated by placing your head down by his mouth looking towards his feet to see if there are any signs that the babies chest is moving, or breathing sounds are occurring. If no signs of breathing are present then two gentle rescue breaths are to be administered to try and open the airway and start the babies breathing again. The proper way to give rescue breathes is by covering the baby's nose and mouth with your mouth and gently exhale into his lungs for just a second until you see his chest rise, pause between breaths to allow for exhale. If you did not observe the babies chest rise then his airway is blocked and must be cleared through choking techniques.

            If the airway is not blocked and the baby is still unconscious after the two rescue breaths then chest compressions must be administered. While the baby remains on his back on a hard surface, use two/three fingers in center of chest, and push straight down about one and half inches. Repeat this for a smooth thirty compressions at rate of one hundred per minute. Once you have complete thirty compressions, give two rescue breathes and repeat compressions . Continue to repeat the pattern of chest compressions and rescue breaths until emergency responders arrive, or the baby becomes conscious.

            Emergencies can quickly arise, making it vital that childcare professionals are adequately educated and prepared on the proper ways to respond if an emergency situation arises. Situations where breathing, bleeding and poisoning are involved always constitutes a serious emergency. “To lessen risk as an emergency occurs, teachers should be prepared with proper planning, organizing, and responses based on knowledge and training” (Robertson, 2013). In the instance that an emergency does arise it is important that childcare providers are trained and first aid kits are prepared. Childcare professionals should regularly check inventory of medical/emergency supplies as well as batteries on fire detectors and AED. All staff members must be trained as well as regularly tested regarding CPR and First Aid. Childcare facilities should regularly make sure that all emergency contact information is up to date and easily accessible if needed. When caregivers are prepared for emergency situations they are more likely to be prevented or  resulting in life threatening injury. Having regularly scheduled drills helps ensure that everyone is prepared to handle an emergency situation if it does arise.

            I think creating a child safety team leader is a way adults can help ensure they are prepared to handle emergency situations. Childcare facilities should assign specific duties that each professional so they know exactly what area they are in charge of incase of an emergency. For instance one caregiver could be in charge of all the emergency contact information of the children, she is responsible for making sure it is kept up to date, and accessible during an emergency. While another professional maybe in charge of supplies, making sure nothing is expired and all items are stocked.

References:

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:

            Wadsworth/Cengage Learning 

Emergency Preparedness: Natural and Human-Generated Disasters

            Preparation and education are vital when it comes to emergency disasters or 
situations. The first disaster scenario I chose to evaluate is a severe thunderstorm quickly developing outside a New Jersey early education center located on the shore which is responsible for toddler and preschool age children. There are a wide variety of dangers associated with thunderstorms putting at risk any individual and property located in the area a storm may occur. One of the main dangers associated with thunderstorms is the risk for lightening. "Every thunderstorm produces lightning, which kills more people each year than tornadoes or hurricanes" (American Red Cross,2015). Lightening does not only strike and kill individuals, it also has the ability to strike trees, homes, buildings etc. potentially causing injury, damage or producing a fire. Another possible effect of a thunderstorm is the production of heavy rainfall, which can lead to flash flooding. High winds are also present during a thunderstorm which can result in branches/trees to fall, and utility pole damage likely resulting in power outages. Flash floods and heavy winds also have the potential to threaten the structure of homes and building.

            It is important for all individuals to be prepared for the occurrence of a severe thunderstorm. Childcare professionals need to be prepared for the occurrence of a thunderstorm so they can insure the safety of all the children they are responsible for. If early education professionals are not prepared prior to an emergency children are most at risk and vulnerable to injury. If childcare centers are not properly prepared it could result in damage to the building, equipment, children or teachers.

            Childcare professionals must continuously check for anything that may be a potential risk or danger to the children in their care. Professionals should actively check the weather to insure they are aware of any possible emergencies. Any signs of a possible storm such as darkening, thunder, increased wind etc. should be taken seriously. If there is any chance of severe weather all outdoor activities should be forgone.

            Every childcare center should have a mitigation measure in place to insure they are sufficiently prepared in the instance a disaster occurs. All childcare professionals should be aware of the emergency warning system that is used in their area. Secondly a safe area should be designated for staff and children to gather in while the storm is occurring. The safe area should be a place with no glass openings and away from windows because of the lightening and strong winds. All staff member should also be trained and certified in first aid. An emergency preparedness kit should also be kept at the center, and regularly examined to make sure nothing is out dated. The emergency preparation kit should consists of items such as water, non-perishable food, flashlight, battery, personal hygiene items, phones, emergency contact information for all children, medication. It is also important that all information is written down so it can be accessed in the case of a power outage.

            Severe weather presents not just the potential complications created by the disaster itself but also as a result of. One complication of severe weather occurring is parents may not be able to pick up their children at their normal time because of the storm. During their first week at the center, all parents should receive a detailed handout with planned procedures if severe weather occurs. The childcare center should be equipped with a land line phone that does not require electricity to operate so childcare professionals and parents can communicate about any changes or issues resulting from the weather. All emergency contact information for children's families should be written on emergency cards that are accessible during a power outage. Power outages may also limit communication between the parents and education center. Another issue that is likely to occur is an emotional response from the children, ex. upset or fearful. It is important that the childcare professionals have a successful plan in place to handle emergency situations so the children continue to feel secure and safe despite that has taken place.

            The second disaster scenario I decided to evaluate is a human-generated disaster, an active shooter is present on a college campus that houses an early childhood education program. Unfortunately today we do not only have to be prepared for natural disasters but also ones caused by individuals intending to do harm. All individuals located in the vicinity of where the terrorism is occurring is potentially at risk. Even if the early education center, the children, or staff are not the primary target everyone is at risk of being a target of their negative actions.

            When assessing the risk of a situation it is important to remember that any suspicious or potentially terroristic activity should be reported to the local authoritative. The majority of human-generated disasters occur without warning making it critical to have an advance plan in place. The first step in preparation is evaluating the community role the facility plays in the community. The center should also coordinate and have a plan in place with local law enforcement in case any suspicious activity occurs. Childcare professionals should regularly check the HSAS level of a nation to gage any activities appropriately. It is essential that anyone responsible for the safety of children constantly be proactive about surveying the surrounding area for any type of unusual person or thing.

            The response to a human-generated disaster will vary depending on the act present. During an instance of an armed intruder or hostage situation, professionals are advised to call for help and get the children to a safe location. If a bomb or any unknown package that has the potential to be is present, evacuate the building immediately. Since we can never be certain what the final plan is for any type of terroristic plan it is important all childcare professionals work together in any situation that may occur to make the appropriate decisions to keep every child safe. Childcare staff must be fully prepared with a detailed plan preparing them for any possible outcomes.

            Having a detailed plan is important in childcare facilities as well as at home. Teaching children how to properly be prepared for an emergency at home, will help them be equipped if something occurred while away from home. Families should work with childcare staff to make sure all emergency instructions including but not limited to, contact information, medication are correct and up to date. Families should also designate a safe place to meet in case of an emergency, where they take attendance to determine if all members of the family are accounted for and safe, for example the family may designate a tree a safe distance from the house as a meeting destination in the instance a fire occurs, or the basement for a tornado.  I would involve families by encouraging them to talk with and educate their children at home about the possibility of an emergency happening so if it did occur they felt more confidant that they are prepared. It is also important that parents complete an authorization for the facility to keep on file that give the facility permission to release the child to the approved family  member or friend in case an emergency occurs and the child's parent is unable to pick up their child up at the time. 

References:

"American Red Cross | Help Those Affected by Disasters." American Red Cross. N.p., n.d. Web.

            12 Sept. 2015.

Bureau of Plans. "DAY CARE FACILITIES EMERGENCY PLANNING GUIDE." (n.d.): 13- 21. Pennsylvania Emergency Management Agency, Aug. 2013. Web.

"New Jersey Severe Storm (DR-4231) | FEMA.gov." New Jersey Severe Storm (DR-4231) |

            FEMA.gov. N.p., n.d. Web. 12 Sept. 2015.

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:

            Wadsworth/Cengage Learning

Safety Practices and Policies

          

        Toddlers present the most risk developmentally for potentially hazardous risks and safety threats. Early Education professionals and teachers can work together to ensure the safety of infants/toddlers while at early education centers or in the home. Reinforcement and supervisions are two key factors in the prevention of hazardous accidents and insuring the safety of infants/toddlers. Reinforcement is an important factor to prevent hazardous accidents as it helps childcare professionals establish a positive pattern of  safe behavior, it also help the educator instill safe practices in the child. Accidents and emergency can occur in a split second so it is vital that infants/toddlers receive constant strict supervision to better prevent hazardous accidents. These two areas will help insure the safety of infant and toddlers because it will help childhood professionals better instill safe practices into their centers.

            One potentially hazardous situation for infants/toddler would be a toddler getting a hold of and putting a household cleaning product in their mouth. This situation could potentially lead to the child getting access to these products leading to a burn or poisoning situation. Safety policies that apply to this situation are they all poisonous products shall be store in a high locked cabinet out of reach of children. Poison control and first aids numbers should be clearly displayed and accessible incase an accident does occur.

            Teachers and families should be work together to educate children about the difference of food and nonfood items and what should and should not be touched or put in their mouths. Childcare professionals should assure that children are closely supervised when using potentially poisonous things such as markers or paint, to insure they do not put these things in their mouths.

            Similar to the actions taken in an early childhood education center, families can take measures of precaution to at home to ensure the child's safety. Household products such as cosmetics, and medication should be stored in high locked cabinets (Robertson, 2013). The number for poison control should also be displayed in an easily accessible area. Parents can also regularly have their child tested for lead poisoning during their annual visits. Children are at greater risk for health problems from lead poisoning, because their small bodies make them more susceptible to absorbing and retaining lead. Since lead poisoning usually has little/no signs or symptoms it is important children undergo routine blood test, since high levels of lead can lead to headaches, stomach problems, behavioral problems, anemia, and affect a child's brain development (Child'sHealth,2015). Teachers and parents should use cleaning products when children are not present, and cleaning products that have dangerous chemical in them should never be used on surfaces that infants/toddlers can reach.

            Secondly a potential hazardous situation could arises if and mop bucket filled with water is left out unattended after cleaning. Standing water should never be left unattended and should be immediately emptied and cleaned after use. As little as 1-2 inches of water can pose a threat to infants/toddlers for drowning accidents. At this age children cannot differentiate between what should and should not be played with so they may see a mop bucket and assume it is no different than there water table they play with outside and attempt to play in it. Mop buckets left unattended pose two threats, one the risk of drowning, and two the risk of poising. Teachers and families should never leave an infant/toddler unattended near any amount of water, and safe practices should be reinforced and practiced anytime they are near water. Families should insure that no body of water is left unattended to become a threat to any infant/toddler, if they have a pool there should be proper fences and locks. Families can also prevent drowning treats by always supervising infants/toddlers while in the bath.

             Another situation that could pose a potential hazardous threat would be a small toy left on the floor of the playroom. A safety policy that applies to this situation is only allowing age appropriate approved toys and not allowing any toys from home to be brought into the center. Measures taken to prevent this situation from occurring is making sure toys are regularly inspected to insure they are not damaged therefore posing a risk. All toys should be inspected to there is no sharp edges or small parts that can break off and pose a threat. All toys for infants and toddlers should be large, smooth, and unbreakable. A choke test should also be used on small toys to determine if they are appropriate for infant/toddler age environment. Families can prevent hazardous injuries related to small toys from occurring at home by only allowing children to play with age appropriate toys. If there is older children in the home making sure their toys are not left out/unattended to prevent an incident.

            Another safety  threat that could arise is a toddler climbing on a piece of playground equipment that is not height appropriate. Safety policies that apply to this situation includes adequate supervision to reduce the risk of accidents, along with making sure the playgrounds developmental design is age appropriate. Measures should be taken to insure that the area below the playground equipment is a shock absorber surface so if a fall does occur serious injury is helped to be prevented. Safe play practice should be enforced and children should be closely watched when climbing on anything. Families can work to ensure infant/toddler safety at home by reinforcing safe behavior, they can make sure that infants/toddler are actively supervised. Families can discourage the climbing on top of furniture and objects at home to reduce the risk of falls.

            A possible safety threat that can occur with infants/toddlers is hot food or liquids spilling on them. Safety policies that apply are water temperatures should be kept to 120 degrees or less. No open flames (ex: candles/matches, lighters) are permitted near children. Another safety policy is that no loose items be placed underneath any hot item that a child could grab. For example a child could try and grab a towel hanging off a counter without realizing there is a hot pot on their causing it to spill on them. All outlets should be covered with safety caps. Preventative actions can also be taken to reduce the risk of burn hazards by placing guards/screens over hot pipes, radiators fireplaces etc. Measures should also be taken to insure no type of hot food or liquid is left unattended or close to an edge that could potentially fall on a child. Families can prevent burn incidents from occurring by making sure all pot handles are turned to the back of stove. Families can also insure safety at home by always testing the temperature of the bath water prior to placing the child in it. Both teachers and parents can work to educate toddlers on the meaning of hot and reinforce what should not be touched.

References:

"Lead Poisoning." KidsHealth - the Web's Most Visited Site about Children's Health. Ed. 

          Shayan   T. Vyas. The Nemours Foundation, 01 Feb. 2015.

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:

            Wadsworth/Cengage Learning