Possible Emergencies

Two Scenerios’

           Emergencies can occur anywhere and anytime.  The can occur on bus rides, on the “playground equipment,” in the classroom and other locations where children are. Teachers need to be “prepared to handle emergencies” (Robertson 2010, p. 166). Teachers need to be properly trained and prepared to act to emergency situations they are able. The following two scenarios describe possible emergencies that occur in any early childhood setting.

            Scenario 1: Pizza is on the menu today and the kids are very excited. Harley (name changed) is excessively excited. It is his “absolute favorite food in the whole word” (Harley, 2010).  When lunch starts Harley is eating his food quickly, he wants to get as much pizza as he can. The teacher reminds him to slow down, and that there is plenty of pizza available. As the teacher helps other students she turns to look at Harley and notices he is choking. He is coughing and gasping for air. Harley is able to spit up the food which he was choking on.

            The teacher will need to rely on emergency policies to help her handle the situation. When a policy for possible emergencies is written, read, and reviewed often confusion and panic is lessened when emergencies do occur.  Once the teacher notices Harley is choking she should alert the other teacher in the room that there is an emergency and she will need assistance.  Since Harley is still alert and appears to be breathing the teacher can help him remain calm. While staying with Harley she must continuously perform a “head-to-toe check” (Robertson, 2010, p.178).  It is almost important to survey the surroundings to make sure Harley is in a safe environment.  Due to the situation it would be helpful to have the other children in the room removed from the scene.  As long as Harley is coughing it is best to not move or do anything else to him. A calm reassuring voice will be the best thing for Harley. Once Harley has spat up the food he was choking on he is upset and crying. The teacher will need to evaluate Harley’s emotional and physical status. If at any time Harley lost conscious or was unable to breath “emergency help” when need to be called (Robertson, 2010, p179). A teacher or an assistant should be able to dial 911 as needed. If the child continues to choke there is a choking procedure that can be done.  All staff working with children should have prior training on choking emergencies.

            The  choking procedure is called a “five-and-five approach”
(Mayo Clinic, 2010a). This done by switching between five hand blows to the back “between” the “shoulder blades” followed by “5 abdominal thrust” (Mayo Clinic 2010a).    All incidents occurring at school should be reported to the parents.

            Scenario 2:  It’s a beautiful day outside, the sun is shining and the air feels crisp. The children (and teachers) are eager for so much needed time outside. A group of girls run for the slides. Once they reach the top they are trying to create a train to slide down together.  During the movement of everyone finding a place Autumn (name changed) falls off the slide. The teacher on duty runs over to her immediately and notices she is unconscious and not  breathing. The teacher yells for another teacher to call 911 immediately. A third teacher gathers the rest of the students. The teacher who is with Autumn begins CPR.

            During this scenario all three teachers must “act immediately and remain calm” (Robertson 2010, p.178). The students being removed from the scene will need reassurance that everything is okay and the teachers are able to handle the situation.  When a teacher calls 911 for “emergency” assistance, she needs to “remain calm” in order to give clear and correct information to the emergency personal (Robertson 2010, p.178-179). The teacher assisting Autumn will need to do a “head-to-toe check” of Autumn (Robertson 2010. p. 178). She is evaluating the child and making a mental check list of possible injuries. Since Autumn is unconscious and not breathing and this appears to be the only outward sign of injury the teacher must begin CPR. CPR will need to be continued until Autumn begins to breathe on her own or emergency assistance arrives.

CPR stands for cardiopulmonary resuscitation, and is used to keep “oxygenated blood flowing to the brain and other vital organs” (Mayo Clinic 2010b). The first step in CPR is to check to see if the individual is alert, this is often done by asking in a loud voice “are you okay” (Mayo Clinic, 2010b)  If there is no response one person needs to call 911 while the teacher staying with the child continues with CPR.  At this point the teacher will make sure the child is flat on her back while “kneeling next” to the “neck and shoulders” (Mayo Clinic 2010b).  The teacher will check to see if there is any air movement in the individual, this can be done by observing the chest rising and falling. Now the teacher will perform 30 chest compressions, followed by checking the airway. This procedure of 30 chest compression and checking the airway will continue until the child begins to breath and/or emergency staff arrives. All staff and teachers should be trained in CPR.  (note that time is no longer taken to check for a pulse)

 A teacher must remain with Autumn until emergency personal arrives. CPR will continue to be administered until help arrives.  Once the teacher contacting 911 has completed that phone call she must contact Autumn’s parents.

            Both scenario’s described above describe possibilities that could occur in any early childhood programs.  Training, planning and safety policies can help lessen the amount of emergencies and provide a plan for when they do occur.  Training such as “first aid for infant and children” along with “basic CPR” provide the necessary skills for early childhood educators to assist when emergencies do occur (Robertson 2010, p. 171).  When early childhood educators have “emergency response plan(s)” they are able to act appropriately when emergencies occur (Robertson 2010, p.171).  Plans for how to “respond” allow teachers to fill in control and provide them with the knowledge needed to care for the child or children needing assistance (Robertson 2010, p.171).  Whether the emergency is a child who is choking, becomes ill, vomits or falls teachers need to know in advance how to act.

           

Reference

Robertson, Cathie (2010) Safety, Nutrition, and Health in Early Education, Wadsworth, Belmont CA

Mayo Clinic (2010a) Choking First Aid, Retrieved on January 11, 2011 from http://www.mayoclinic.com/health/first-aid-choking/FA00025

Mayo Clinic (2010b) Cardiopulmonary Resuscitation (CPR) First Aid, Retrieved on January 11, 2011 from http://www.mayoclinic.com/health/first-aid-cpr/FA00061

Physical Activity and Young Children

Physical Activity and Young Children

Ø  Children who are physical active lower their risk of developing many diseases.  When preschool age children are sedate and receive very little activity they increase their rate of being obese. Preschool age children who are obese have a high risk of developing “high blood pressure, high cholesterol” and “Type2 diabetes” (Centers for Dieses Control and Prevention (CDC) 2010).  Between the years “1976-1980” and “2007-2008” childhood obesity increased among preschool age children “5 to 10.4%” (CDC 2010). 

Ø  Habits of physical activity established in preschool age children promote a healthy “disposition for regular physical activity” as adults (Goodway & Robinson 2006).   Preschoolers who are physically active have a greater potential of being physically active as adults.  When a preschooler develops skills that lead to playing more organized sports, such as soccer, basketball and swimming, they are more likely to continue these activities as adults.

Ø  As children learn and develop their motor skills they are strengthen their own sense of “physical competence” (Goodway & Robinson 2006). Part of being a preschooler is learning how to use your body. This is an age where they are exploring how their bodies can move. Children need a “ mix of moderate of vigorous activities” (Raising Children Network 2006).Young children need to learn to use both “locomotive skills” and “manipulative skills”(Goodway & Robinson 2006). Locomotive skills are the activities that involve large motor skills and plenty of movement. Examples of locomotive skills are jumping, leaping, sliding and hopping (Goodway & Robinson 2006).  Manipulative skills involve activities in which children use equipment and “move objects with their hands and feet” (Goodway & Robinson 2006).   Preschoolers become excited when they learn to climb the monkey bars, throw a Frisbee or catch a ball.

Ø  Preschool age children need to be taught how to be active.  They should have “structured physical activity” for a “60 minutes per day” (National Association for Sport and Physical Activity (NASPE) 2006). This allows opportunities for parents and other positive role models to participate with the children.   Children can be taught how to play games such as, Mr. Fox, tag, duck- duck goose as well as basic skills for sports.   Along with structured activity preschoolers require a minimum of “60 minutes” of unstructured physical activity (NASPE 2006).  Unstructured physical activities can include, running, jumping, playing on playground equipment and/or just exploring the great outdoors.

Ø  Preschoolers can require the needed physical activity in both an “indoor area and an outdoor area” (NASPE 2006).  It is important for each area to be safe and designed for the developmental stage of the children using it. Indoor areas can include a large room, a small corner or any specific area that is safe for children to play in. It is important to establish “boundaries” for indoor physical activity areas (Goodway & Robinson 2006)). Examples of physical activities that can be done indoors are “making people alphabet,” “animal walks” and playing with “foam balls” (Goodway & Robinson 2006).

“The higher your energy level, the more efficient your body. The more efficient your body, the better you feel and the more you will use your talent to produce outstanding results.” By Anthony Robbins

(National Institute of Environmental Health Sciences 2010)

References

Center for Disease Control and Prevention (CDC) (2006) Childhood Overweight and Obesity, Retrieved on January 5, 2011 from http://www.cdc.gov/obesity/childhood/index.htm

Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting Physical Activity in Preschoolers. . Retrieved on January 6, 2010  from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

National Association for Sport and Physical Education (NASPE). (2006). Active start: Physical Activity Guidelines for Children Birth to Five Years, Retrieved on January 6, 2010  from http://www.naeyc.org/files/yc/file/200605/NASPEGuidelinesBTJ.pdf 

National Institute of Environmental Health Sciences (2010) Quotations on Health, Diet and Exercises, Retrieved on January 8, 2011 from http://kids.niehs.nih.gov/quotes/qthealth.htm

Raising Children Network (2006) Encouraging kids to be active, Retrieved on January 8,            2011 from             http://raisingchildren.net.au/articles/encouraging_kids_to_be_active.html/context/216

Healthy Eating

            Good nutrition and eating habits help children of all ages “maintain overall health and provide for growth” (Robertson 2010, p. 215). Children who eat healthy nutritious meals receive the required nutrients to grow.  If children receive the recommended daily requirements of carbohydrates, fats and proteins they are able to “grow,” “maintain body,” have adequate “energy,”  and “fight of infections,” (Robertson, 2010 p. 236-240). Proper diets not only aid in the physical growth of a child but they also provide needed nutriments for cognitive development.  Children also require “vitamins and minerals” to sustain a healthy body.  Vitamins’ and minerals provide the body resources to “grow,” “repair,” “function properly,” and “fight infections” (Robertson 2010, p.241-245). Every age of development requires proper nutrients. It is important for children to learn how to eat healthy.

            Children learn by watching others. Whether it is in language development, behavioral choices or in eating children are watching those around them. Teachers can help provide a “model” of “healthy eating” “habits” for “children” (Robertson, 2010, p.232).  Teachers need to provide healthy choices for their students and make healthy choices for themselves.  This can be done through lessons, activities and modeling.

            Lessons can be developed or provided to help instruct students how to prepare and eat healthy foods. Web-sites such as the United States Agricultural Department (USDA) provide lesson plans for teachers teaching at all age groups (2010). Along with the lesson plans are activities and recipes that can be incorporated into the classroom curriculum and/or sent home to do with families. Two specific things teachers can do to promote a healthy life style are to teach students about the “MyPyrmaid” and to introduce children to “new foods (Robertson 2010, p.324).

            The MyPyrmaid designed by the USDA helps individuals make “healthy” “choices” (Robertson 2010, p218).  It was designed to help individuals “meet the nutritional standards” and to help them “make better choices” (Robertson 2010, p.218). Teachers can instruct students on how to read and utilize the MyPyrmid. The teacher can introduce children to the different food groups while introducing new foods. This is a great opportunity to explore the value of food and its job in our bodies. Children need to learn that food is an energy source and it provides needed fuel for our bodies.

            Another key component in helping children develop healthy eating habits is by cooking with them. This can be done in the classroom and at the home.  A local preschool group holds “Healthy Fridays” for their students and families. Families are invited to attend at three different times of the day to cook with their children. They can arrive in the morning, at lunch time or at afternoon snack time to help prepare a nutritious meal with their children. This is a great example of children and families learning to make healthy choices together.  Below are three healthy foods that can easily be made with children at home or in the classroom.

·         Berry Banana Smoothie

·         Ingredients:

·           1 frozen banana, peeled and cut up

·           1/4 cup fresh or frozen berries (such as raspberries, blackberries and/or strawberries)

·           1 cup orange juice

·           3 tablespoons plain yogurt

Measure out all ingredients and place them in a blender. If a blender is not available you can put them into a sealed container and allow the children to shack it.

Kids World (2010) Nutrition-Quick and Healthy Breakfast Ideas

Chicken Wraps

Prep time: 5-10 minutes

What you need:

       4 whole-wheat wraps (8 inches)

       2 cups store-bought rotisserie chicken, shredded

       ½ cup shredded carrots

       1 avocado, thinly sliced

       1 cup baby spinach leaves

       ¼ cup of your favorite fat-free/low-fat dressing (about 1 tablespoon per wrap)

Equipment and supplies:

       Cutting board

       Sharp knife

       Measuring cups

What to do:

1.      Place wraps side by side on a flat surface. Divide chicken into four portions (about ½ cup each). Place a portion of chicken on each wrap.

2.      Top each wrap with carrots, avocado, and spinach. (Have an adult help with the chopping.)

3.      Drizzle dressing evenly over each wrap.

4.      Roll each wrap up tightly and cut on the diagonal.

5.      Serve immediately or wrap tightly in aluminum foil and refrigerate for lunch the next day.

Kids Health (2010a) Garden Chicken Wrap,  

       Blueberry Muffins

       c. flour

       1 c. oatmeal

       3 tbsp. sugar

       1 tsp. salt

       4 tsp. baking powder

       1 c. blueberries, washed

       1 egg

       1 c. milk

       ¼ c. vegetable oil

       nonstick spray

Directions:

1.      Preheat oven to 400° F (200° C).

2.      In a large bowl, mix together the flour, oatmeal, sugar, salt, and baking powder.

3.      Mix in blueberries.

4.      In another bowl, break the egg and use a fork to beat it just a little bit. Then add the milk and vegetable oil, and mix.

5.      Add this mixture to the first mixture in the large bowl.

6.      Using a mixing spoon, mix about 25 or 30 times. Don't mix too much! Your muffin mixture should be lumpy, not smooth.

7.      Line a muffin tin with paper liners or lightly spray with nonstick spray. Spoon in the muffin mix. Fill each muffin cup about two thirds of the way up.

8.      Bake for about 20 minutes.

9.      When muffins are finished baking, remove from muffin tin and cool them on a wire rack.

10.  Enjoy your tasty muffins!

Serves: 12

Serving size: 1 muffin

Nutritional analysis (per serving):
162 calories
3 g protein
6 g fat
19 g carbohydrate
1 g fiber
18 mg cholesterol
371 mg sodium
121 mg calcium
1.4 mg iron

Kids Health (2010b) Garden Chicken Wrap,

References

Kids World (2010) Nutrition-Quick and Healthy Breakfast Ideas for http://www.kidzworld.com/article/5596-nutrition-quick-and-healthy-breakfast-ideas

Kids Health (2010b) Blueberry Muffins, Retrieved on December 29, 2010 from

           http://kidshealth.org/parent/recipes/recipes_family/blueberry_muffins.html#cat20230

Kids Health (2010a) Garden Chicken Wrap, Retrieved on December 29, 2010 from http://kidshealth.org/kid/recipes/recipes/chicken_wrap.html#cat20816

Robertson, Cathie (2010) Safety, Nutrition, and Health in Early Education, Wadsworth, Belmont CA

United States Department of Agriculture (2010) MyPyrmaid, Retrieved on December 28, 2010 from http://www.mypyramid.gov

Safety Practices and Policies

            In the world of a preschools life there are many potential hazards and safety concerns.  Both early childhood educators and parents need to be aware of possible concerns.  Five such potential hazards and safety concerns are that of a child getting lost or wondering off, burns, injuries from toys and shared outdoor play spaces and poisoning from art supplies.  There are safety polices that can be established in both the educational program and the home to help prevent possible injury.   Everyone can aid in the safety and well being of a young preschoolers life.

            Preschoolers are naturally curious of the world around them. They are drawn to things that look, smell and sound interesting. It is easy for a preschool age child to wonder away from a parent or teacher and become lost.  It is vital that both teachers and parents maintain constant “supervision” over their preschool age child (Robertson, 2010, p74).  Parents and teachers should create a safety plan for the child whenever they leave the home.  One part of the plan should include talking to the child about where they are going.  If you are going to the store talk about all the interesting things they will see. Remind the child that if they are interested by something that they need to ask before they go to it.  Another step to prevent a child from getting lost is using a rope or line for the children to hold onto.  Although field trips and outdoor excursions are the main areas of concerns when preventing a child from wondering off it is also important that parents and teachers be vigilant about supervision in the classroom and home.  Children may become intrigued with opening and closing doors, a big truck may drive by or a loud noise maybe heard that intrigues the young child.  Each of these scenarios may entice a young child to open a door and take off.  The best plan of advice for preventing children from wondering off and becoming lost is to keep constant supervision of them.  It also may be neccaary to install alarms on exterior doors.

            Hot items are a part of a preschooler’s world. Food can be hot, fire places and cook stoves are hot, lights and candles are hot.  In the home or classroom preschoolers are exposed to potential burn hazards.  Parents and teachers need to scan their classrooms and homes for items that may burn a child. Homes with fireplaces should install proper gates and/or devices that prevent preschoolers from falling onto them.  Both the classroom and home should keep children safe from cook stoves, coffee pots, warming plates and other cooking devices.  Gates can be used to keep children a safe distance from cooking devices.  At meal times hot items such as soups, casseroles and other hot dishes should not be placed in direct contact of a preschooler.  Parents and teachers should establish guidelines for serving hot items to preschoolers.   Candles should never be in the reach of a young child.  Parents and teachers need to talk to preschoolers about the dangers of burns and how important it is for them to avoid touching such items.  It is also vital for parents and teachers to have a plan to treat accidental burns.  As with most hazards in the life of a preschooler proper supervision will assist in lowering the risk of a burn.

            Homes and early childhood educational programs are full of fun interesting toys.  Toys are used to expand the imagination and help the child explore the world around them. However toys can cause injuries if they are not “age appropriate” and/or “maintained” (Robertson, 2010, p 80).  Parents and teachers should be willing to “remove unsafe toys” (Robertson, 2010, p80). An unsafe toy can be a toy that is broken, recalled, pose a choking hazard and/or be age inappropriate. 

            There is nothing more fun on a nice sunny day than going outdoors to play.  Often times outdoor play equipment is shared amongst a variety of age groups.  In the home children may share with community members and/or older siblings. Early educational programs may utilize public parks or play equipment that is established for older children.  Things to evaluate when using a shared outdoor play are is the height of the “climbers” (Robertson, 2010, p142). The “AAHA and AAP” recommend that climbers used by “children 6 years old and younger” be a maximum of “5 1/1 feet tall” (Robertson, 2010, p 142).  Parents and teachers will need to evaluate the equipment and the developmental stages of their preschoolers.  Other safety risks to evaluate when using a shared area is trash, “broken glass, razors, needles,” “discarded condom, clothing” and “matcher”(Robertson, 2010, p142).  Before using a shared outdoor area parents and teachers will need to walk through the play area and remove all and any potential hazards. 

            The fifth are of potential danger to a preschool child is that of art supplies.  Homes and schools are full of fun creative art supplies. Parents and teachers alike enjoy seeing their preschooler explore with crayons, paint, play dough, scissors, glue and many other art materials.  It is critical that parents and teachers evaluate the “potential hazard” of the art supply (Robertson, 2010, p102).  The Art and creative Materials Institute (ACMC) “assists parents and teachers by  conducting a “program that certifies products as being safe and nontoxic” (Robertson, 2010 p 102-103).   Teachers and parents can also utilize the “Federal Arts Materials Labeling Act” as a tool to verify possible dangers (Roberston, 2010, p 105).  In the home and in the classroom any material that is deemed toxic or hazardous should be avoided and an alternate should be fun.  Using “nontoxic” art supplies can insure a safer art experience for everyone (Robertson, 2010, p 105).  Be sure that the art materials are age appropriate. Of course the best defense against a preschooler becoming poisoned or harmed from art supplies to supervise during use.  

Reference

Robertson, Cathie (2010), Safety, Nutrition, and Health in Education, Wadsworth, Belmont CA