Research-Developing and Implementing Safety Practices

BECED-2
1. Developing and Implementing Safety Practices
a.) Safe Indoor and Outdoor environment
- Indoor and outdoor play offers children an opportunity to learn socially, emotionally,
physically and cognitively. However, hazards and risks often hide in play. The staff has a
responsibility to teach young children rules of safety and engage parents in this important
knowledge.
1. Be prepared for injuries. Have at least one person with up-to-date training in first
aid and cardiopulmonary resuscitation (CPR) on site at all times.

2. Check for drawstrings around the hood and neck of children’s outerwear and
clothing. Recommend to parents that they purchase clothing using fasteners, such
as snaps, zippers, and hook and loop fasteners.

3. Teach children how to properly use scissors and other supplies.

4. Supervise classroom pets when they are around children.

5. Make sure all electrical outlets contain safety caps.

6. Watch toddlers when using natural environmental play materials like water, sand,
earth, plants, and flowers to keep them from putting these materials in their mouth.
Teach children that only food should be put in the mouth.

7. Check all games and puzzles for possible choking hazards.

8. Post a current list of recalled children’s products on a bulletin board for both parents
and teachers to see. Make sure that no recalled products are being used.

9. Properly install and maintain all playground equipment. Check for loose screws and
jagged metal on slides or swings.

10. Put at least 12 inches of wood chips, mulch, sand or pea gravel, or mats made of
safety-tested rubber or rubber-like materials under and around all outdoor play
equipment. (This type surface absorbs shocks when falls occur and lessen the
occurrence of head or limb injuries.)

11. Make sure the playground is free of broken glass or other objects that could pose a
safety hazard to young children.

12. Teach children how to use playground equipment safely (such as going down the
slide feet first).

13. Ensure that all indoor and outdoor play equipment suits children’s ages and
developmental abilities.

14. Position adults near outdoor equipment that moves during recess. All adults should
have a clear view of the playground at all times.

15. Teach children to practice safe and appropriate behavior and to know and use
designated play areas.
B.) Supervision In Early Childhood Settings
-Supervision describes the ways adults help protect children from injury or other harm.
Supervision is an active process. It involves watching, listening, interacting, monitoring and
preventing problems.
 Knowing each child’s abilities
 Establishing clear and simple safety rules
 Being aware of and scanning for potential safety hazards
 Standing in a strategic position
 Scanning play activities and circulating around the area
 Focusing on the positive rather than the negative to teach what is safe for the child
and other children
 Teaching children the appropriate and safe use of each piece of equipment (e.g.,
using a slide feet-first only and teaching why climbing up a slide can cause injury,
possibly a head injury).
You can see that supervision is much more than watching. It involves all your skills as a
teacher. Supervision is your responsibility and commitment to the families who have
trusted you with their children. It is also your responsibility and commitment to the
children who rely on you for guidance, nurturing, protection, and support.
In most circumstances, you should use direct and active supervision. This means an adult
should be able to see and hear all preschool children at all times. This includes indoors,
outdoors and nap times. Caregivers and teachers should not be on one level of the
building while children are on another floor or in another room. Ratios should remain the
same whether inside or outside.
For older preschool children who request privacy in the restroom, it is appropriate to
supervise by remaining in hearing distance for short periods of time. Short intervals
without sight of children are permissible only during toileting. Although you may not be
able to see the child, you or another adult can quickly intervene if help is needed.
C.) Food Safety Issues
-Sometimes the foods we love and count on for good health are contaminated with germs
that cause sickness and can even be deadly. More progress is needed to protect people
and reduce foodborne illness.
New challenges to food safety will continue to emerge, largely because of:
 Changes in our food production and supply, including more imported foods.
 Changes in the environment leading to food contamination.
 Better detection of multistate outbreaks.
 New and emerging bacteria, toxins, and antibiotic resistance.
 Changes in consumer preferences and habits.
 Changes in the tests that diagnose foodborne illness.
The germs that make us sick and behaviors that contribute to food contamination, these
help us identify where we can make improvements in the country’s food safety
system.3 This system spans from growing the food on the farm through processing,
packing, distribution, transportation, and storage, to preparing it to be eaten.
2. Effective Learning Experiences
 Students do the learning. In other words, they actively participate and perform the
learning task rather than only receiving direction or information via readings and/or
lecture. Tasks are hands-on and involve a variety of senses (listening, seeing,
touching, etc.).
 The instructor facilitates the learning experience rather than leads it. This principle
reflects learner-centered teaching where the focus of the class shifts from the
instructor as the singular source of knowledge and authority towards a more
communal atmosphere that enables students to take responsibility for their own
learning.
 Big assignments/assessments are first broken down by the competencies and/or

skills necessary to complete them, then they are broken down into smaller,
achievable tasks that allow students to scaffold their learning and receive feedback
at each stage of learning and development.
 Course learning goals and outcomes are continually revisited and reinforced so
students experience them from different approaches and/or angles. This allows
students to build on their knowledge towards more complex understandings of
course content. Essentially, the big picture is always present as is the relevancy of
the task(s) to the big picture.
 Time and room for self-assessment and focused reflection is included. Students can
evaluate their learning and progress without the fear of impacting their grade. They
can identify what areas need improvement and create their own personal learning
goals.
 Group work is included at some point. Whether the group work is formal or
informal, groups require students to communicate their understanding, listen to
others’ understandings, negotiate their understanding with others’ understanding,
and create newer and more nuanced understandings.
 Student progress is evaluated throughout via low-stakes (formative) assessments.

The learning experience is adapted based on the results of these assessments and
evaluations.
 Measures are taken to ensure a safe learning environment. A safe learning

environment means that students can make mistakes in learning and learn from
these mistakes without fear of repercussion, ridicule, or shame. They can test old
ideas and new ones. The main purpose of a safe learning environment is for
students to understand that learning is a continuous process of relearning.

Research-Developing and Implementing Safety Practices

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What are some important safety practices for indoor and outdoor play areas?

What are some important safety practices for indoor and outdoor play areas?

What are the responsibilities of supervision in early childhood settings?

What are the responsibilities of supervision in early childhood settings?

BECED-2

1. Developing and Implementing Safety Practices

a.) Safe Indoor and Outdoor environment

B.) Supervision In Early Childhood Settings

 Knowing each child’s abilities

 Establishing clear and simple safety rules

 Being aware of and scanning for potential safety hazards

 Standing in a strategic position

 Scanning play activities and circulating around the area

and other children

possibly a head injury).

C.) Food Safety Issues

2. Effective Learning Experiences

 Big assignments/assessments are first broken down by the competencies and/or

 Student progress is evaluated throughout via low-stakes (formative) assessments.

 Measures are taken to ensure a safe learning environment. A safe learning

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