Licensing Regulations  WAC regulations that relate to this chapter include: 110-300-0356 CENTER CAPACITY, RATIO, AND GROUP SIZE A center licensee must not exceed the total capacity or age range stated on the child care license at any time except as provided in this section. All children on the premises, signed in to child care, on an off-site trip from the early learning program, or being transported by the early learning program staff are counted in capacity including the children of staff. In each classroom or well-defined space, the maximum group size and ratio of center staff members to children, including children related to staff or the licensee, must be: Infants (birth through eleven months of age) with a: Maximum group size of eight with a ratio of one staff to four children (1:4); Maximum group size of nine with a ratio of 1:3. Toddlers (twelve through twenty-nine months of age) with a: Maximum group size of fourteen with a ratio of 1:7 Maximum group size of fifteen with a ratio of 1:5 Preschoolers (thirty months through six years of age who are not attending kindergarten or elementary school) with a maximum group size of twenty with a ratio of 1:10 School-age children (five years through twelve years of age who are enrolled in or attending kindergarten or elementary school) with a maximum group size of thirty with a ratio of 1:15 A center licensee may combine children of different age groups for periods of no more than the first two hours of the day or the last two hours of the day, not to exceed two hours in any given day, provided the staff-to-child ratio and group size designated for the youngest child in the mixed group are maintained. Children at least five years old and enrolled in or attending kindergarten may be a part of the preschool or school-age group if developmentally appropriate and the child’s parent or guardian agrees to this placement. 110-300-0265 SLEEP, REST AND EQUIPMENT An early learning provider must offer a supervised daily rest period for children preschool age and younger who remain in care for more than six hours per day, or who show a need for rest. An early learning provider must provide quiet activities for children who do not require rest. Quiet activities must be minimally disruptive to sleeping children. An early learning provider must communicate a child’s sleep needs and patterns with that child’s parent or guardian. An early learning provider must not place children directly on the floor to rest or sleep. For children not using cribs or playpens, an early learning provider must provide developmentally appropriate mats, cots, or other sleep equipment made of water resistant material that can be cleaned and sanitized. Mats, cots, and other sleep equipment used in an early learning program must be: In good condition, have no tears or holes, and have no repairs with tape. Cleaned, sanitized, and air dried at least once per week or more often as needed if used by only one child, or after each use if used by more than one child. Stored so sleeping surfaces are not touching each other unless cleaned and sanitized after each use. Floor mats designed for sleeping and mattresses must be at least one inch thick. Floor mats must be spaced apart from other floor mats, cots, and mattresses to reduce germ exposure and allow early learning providers’ access to each child during sleep time as follows: There must be at least eighteen inches on each side between each floor mat, cot, or mattress. Floor mats, cots, and mattresses must be arranged so children are head to toe, or toe to toe. Each child’s bedding must: Have a clean sheet or blanket to cover the sleeping surface and a clean blanket for the child that is suitable given the child’s size and room temperature. Be laundered weekly or more often if soiled, or laundered daily if used by more than one child. Be stored separately from bedding used by another child, unless it is cleaned and sanitized after each use. An early learning provider must not allow children less than six years of age to use loft style beds or upper bunks of bunk beds. 110-330-0205 CHILD, STAFF, AND HOUSEHOLD MEMBER ILLNESS An early learning provider must observe all children for signs of illness when they arrive at the early learning program and throughout the day. Parents or guardians of a child should be notified, as soon as possible, if the child develops signs or symptoms of illness. An ill child must be sent home or reasonably separated from other children if: The illness or condition prevents the child from participating in normal activities The illness or condition requires more care and attention than the early learning provider can give The required amount of care for the ill child compromises or places at risk the health and safety of other children in care There is a risk that the child’s illness or condition will spread to other children or individuals Unless covered by an individual care plan or protected by the ADA, an ill child, staff member, or other individual must be sent home or isolated from children in care if the ill individual has: A fever 101 degrees Fahrenheit for children over two months (or 100.4 degrees Fahrenheit for an infant younger than two months) by any method, and behavior change or other signs and symptoms of illness (including sore throat, earache, headache, rash, vomiting, diarrhea) At the first opportunity, but in no case longer than twenty-four hours of learning that an enrolled child, staff member, volunteer, or household member has been diagnosed by a health care professional with a contagious disease pursuant to WAC 246-110-010(3), as now and hereafter amended, an early learning provider must provide written notice to the department, the local health jurisdiction, and the parents or guardians of the enrolled children. An early learning provider must not take ear or rectal temperatures to determine a child’s body temperature. Digital forehead scan thermometers or underarm methods are acceptable An early learning provider may readmit a child, staff member, volunteer or household member into the early learning program area with written permission of a health care provider or health jurisdiction stating the individual may safely return after being diagnosed with a contagious disease pursuant to WAC 246-110-010(3), as now and hereafter amended. 110-330-0300 INDIVIDUAL CARE PLAN An early learning provider must develop an individual care plan for each child with special needs and must notify the department when a child with special needs is enrolled or identified in the early learning program. Plans and documentation required under this section must: Be available for department review Have written permission from a child’s parent or guardian stating that a visiting health professional may provide services to the child at the early learning program, if applicable Have verification that early learning program staff involved with a particular child has been trained on implementing the individual care plan for that child, if applicable Be updated annually or when there is a change in the child’s special needs The individual care plan must be signed by the parent or guardian and may be developed using a department provided template Contain the child’s diagnosis Contact information for the primary health care provider or other relevant specialist A list of medications to be administered at scheduled times, or during an emergency along with descriptions of symptoms that would trigger emergency medication Directions on how to administer the medication Allergies Activity, behavioral, or environmental modifications for the child Known symptoms and triggers An early learning provider must have supporting documentation of the child’s special needs provided by the child’s licensed or certified professional. An early learning provider’s written plan and documentation for accommodations must be informed by any existing: Individual education plan (IEP) Individual health plan (IHP) 504 Plan Individualized family service plan (IFSP)

Introduction

Keeping children safe must be a top priority for all early care and education programs. Active Supervision is the most effective strategy for creating a safe environment and preventing injuries in young children. It transforms supervision from a passive approach to an active skill. Staff use this strategy to make sure that children of all ages explore their environments safely. Each program can keep children safe by teaching all staff how to look, listen, and engage.

What is Active Supervision?

Active supervision requires focused attention and intentional observation of children at all times. Staff position themselves so that they can observe all of the children: watching, counting, and listening at all times. During transitions, staff account for all children with name-to-face recognition by visually identifying each child. They also use their knowledge of each child’s development and abilities to anticipate what they will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.

Strategies to Put Active Supervision in Place

The following strategies allow children to explore their environments safely. Infants, toddlers, and preschoolers must be directly supervised at all times. This includes daily routines such as sleeping, eating, and diapering or bathroom use. Programs that use active supervision take advantage of all available learning opportunities and never leave children unattended.

Set Up the Environment

Staff set up the environment so that they can supervise children and be accessible at all times. When activities are grouped together and furniture is at waist height or shorter, adults are always able to see and hear the children. Small spaces are kept clutter-free and big spaces are set up so that children have clear play spaces that staff can observe.

Position Staff

Staff carefully plan where they will position themselves in the environment to prevent children from harm. They place themselves so that they can see and hear all of the children in their care. They make sure there are always clear paths to where children are playing, sleeping, and eating so they can react quickly when necessary. Staff stay close to children who may need additional support. Their location helps them provide support, if necessary.

Scan and Count

Staff are always able to account for the children in their care. They continuously scan the entire environment to know where everyone is and what they are doing. They count the children frequently. This is especially important during transitions when children are moving from one location to another.

Listen

Specific sounds or the absence of them may signify reason for concern. Staff who listen closely to children immediately identify signs of potential danger. Programs that think systematically implement additional strategies to safeguard children. For example, bells added to doors help alert staff when a child leaves or enters the room.

Anticipate Children’s Behavior

Staff use what they know about each child’s individual interests and skills to predict what he/she will do. They create challenges that children are ready for and support them in succeeding. But, they also recognize when children might wander, get upset, or take a dangerous risk. Information from the daily health check (e.g., illness, allergies, lack of sleep or food, etc.) informs staff’s observations and helps them anticipate children’s behavior. Staff who know what to expect are better able to protect children from harm.

Engage and Redirect

Staff use what they know about each child’s individual needs and development to offer support. Staff wait until children are unable to problem-solve on their own to get involved. They may offer different levels of assistance or redirection depending on each individual child’s needs. ²⁶²

What Does Active Supervision Look Like? To understand what active supervision might look like in your program, consider the following example: Maria and Yasmin have taken their three-year-old classroom out to the playground for outdoor playtime. The 15-foot square playground has a plastic climber, a water/sand table and a swing set.Maria and Yasmin stand at opposite corners of the playground to be able to move quickly to a child who might need assistance.The children scatter through the playground to various areas. Some prefer the climber, while others like the swings. Many of the children play with the sand table because it is new.Maria and Yasmin have agreed on a supervision plan for which children they will observe and are always counting the children in the areas closest to them, occasionally raising their fingers to show each other how many children are close to them. This helps them keep track of where the children are, and to make sure no one is missing.If one child moves to a different area of the playground, they signal each other so that they are both aware of the child’s change in location. Maria has noticed that Felicity loves to play in the sand table. She hears children scolding each other and notices that Felicity throws the toys without looking. As Maria sees Felicity and Ahmed playing at the sand table, Maria stands behind Felicity and suggests she put the toy back in the basket when she is done with it.By remaining close, she is also able to redirect Ahmed who has never seen a sand table before and throws sand at his classmates. Kellan has been experimenting with some of the climbing equipment and is trying to jump off of the third step onto the ground. While he is able to do this, some of the other children whose motor skills are not as advanced also try to do this. To help them build these skills, Yasmin stands close to the steps on the climbing structure. She offers a hand or suggests a lower step to those who are not developmentally ready. Maria and Yasmin signal to each other five minutes before playtime is over, then tell the children they have 5 minutes left to play.When the children have one minute left, Maria begins to hand out colors that match the colored squares they have painted on the ground. She asks Beto, a child who has trouble coming inside from playtime, to help her.When the children are handed a colored circle, they move to stand on the colored spot on the playground.As the children move to the line, Maria guides them to the right spot. When all children are in line, both Maria and Yasmin count the children again. They scan the playground to make sure everyone is in place, then move the children back into the classroom. They also listen to be sure that they do not hear any of the children still on the playground. Yasmin heads the line and Maria takes the back end, holding Beto’s hand. When they return to the classroom, there are spots on the floor with the same colors that were on the playground. The children move to stand on their matching color in the classroom. Maria and Yasmin take a final count, then collect the circles and begin the next activity. Both Yasmin and Maria are actively engaged with the children and each other, supporting the children’s learning and growth while ensuring their safety. They use systems and strategies to make sure they know where children are at all times, and that support developmentally appropriate child risk-taking and learning.264

Infant/toddler care is responsive, individualized care. And it’s important to think about infants and toddlers that are cared for in small groups with a primary-caregiver system of care and also to think about the flow of the day as being responsive to the individualized needs of the children. Staff work very closely with children throughout the day guiding them through individual or small-group routines and experiences. Staff are providing responsive, individualized care, and they will know each child well. That’s an important piece of both individualized care and active and responsive supervision. They have a good sense of how each child gets through the day, what their abilities are, what their temperament is. Even as they grow and change from day to day, they’re able to follow each child in their care with an understanding of how it is that they’re growing.

In center-based programs or larger family childcare homes, more than one caregiver is working together in a team. And the other thing that’s important to remember is the kind of communication that develops between the two teachers in a classroom or a family-childcare provider and an assistant — a communication that supports a child’s safe movement throughout the day as well as their ability to explore and grow in a nurturing environment.

Adults provide support to each other, particularly at key times of the day, like transitions. All of those important, individualized routines require both adults to work together, such as individual sleeping times, going indoors and outdoors, changing times, feeding and eating times for infants and toddlers, and other times during the day when there may be a particular child that needs individualized care. It’s so important that the staff working with them are working together to support continuity of care.

The environment can be a partner in caring for infants and toddlers, particularly when keeping children safe. We want to create environments that provide places for children to play and be both together and apart but always in full view and within easy reach of a caring and attentive adult.²⁶⁶

Creating an Environment of Yes!

An environment of “yes” means that everything infants and toddlers can get their hands on is safe and acceptable for them to use. One way to ensure this is to for adults to do ongoing safety checks in group care spaces and provide families with information about doing safety checks of their own. The teacher, home visitor, and the child’s family play a vital role in making sure everything is safe, then stepping back to allow exploration.

Sometimes infants and toddlers will use materials in creative ways that surprise us! When teachers feel uncomfortable about an activity, they should stop and ask themselves two questions:

1. Is it dangerous?
2. What are the children learning from this experience?

If it is decided that the activity is safe with supervision, they should stay nearby. They should be thoughtful and open to what the children might be learning. If the activity is not safe, they need to consider what else might address the infants’ and toddlers’ curiosity in the same way. For example, if young toddlers are delighted to discover that by shaking their sippy cups, liquid comes out; a teacher may be worried that this water on the floor will lead to a slippery accident. Instead, they might provide squeeze bottles outside or at the water table. Adults are responsible for keeping children safe and encouraging learning through curiosity.

Saying “no” to infants and toddlers or asking them to “share” is a strategy that rarely works. One way to prevent conflict is to reflect on, and then set up, the space where children play in ways that promote “yes!”

• What areas generate the most “no’s” or require the most adult guidance?
• What do the children need and enjoy the most when it comes to playtime?
• Do you have multiples of favorite toys?
• Do you have enough places where toddlers can play alone or with a few friends?
• Do you have adequate space for active play?
• Is the room appropriately child-proofed?²⁶⁷

Active Supervision for Preschoolers

It’s important not to become complacent with safety practices. Teachers need to keep it fresh, thoughtful, and intentional. This begins with setting up the environment. Classrooms will have unique factors to consider. But some general considerations include making sure that there is a teacher responsible for every part of the space children are in, which may be referred to as zoning, and for every part of the day (including transitions).

How teachers position their bodies is really important. They should see all of the children in their care from any position in the room. And when in playing areas, their back should not be to the center of the room, but towards the wall. It is also important to move closer to children as needed (rather than staying in one place and potentially missing out on problems that may arise).

Teachers also need to talk to each other, using back-and-forth communication, so that safety information is easily spread through the room. It may seem strange at first, sometimes, for teachers to talk to each other; but, it’s incredibly helpful for active supervision – when there are either changes in staff or children’s routines, changes in roles, changes during transitions.

And one of the main purposes of zoning was created to help all children be engaged and to minimize unnecessary wait times. When all staff know their roles in the classroom with zoning and tasks are getting handled, children are engaged and the unsupervised wait time is really minimized.

During transitions or routine changes, teachers need to have a heightened awareness. Transitions are challenging times for both children and their teachers, so the risk to safety increases. One thing that teachers can think about is how they can minimize the number of changes so that there aren’t as many transitions happening in the classroom. There should be plans what adults will do, before, during, and after transition times.²⁶⁹

Creating a Culture of Safety

The topic of keeping children safe is only partly about policies and rules, and oversight. Those things are important. But most important of all, this is about staff, the people who work directly with children and families. Those people must be supported with opportunities for reflection, professional development, chances to think about the work they do and why that work is so important. What is challenging in that work, and what comes to them easily. It’s the ability of programs to recognize and analyze challenging conditions and be able to make improvements.

Programs must make sure that staff have that sense of commitment and responsibility, and that they have the ability to ensure children are thriving is critical. They have to help make sure staff remember why we do the work, to be curious about children’s interests, needs, and ideas, to have the opportunity to be creative, to enjoy children and each other’s humor every day. These things, in addition to the policies and procedures, will allow staff to be fully present with children. Adults who can be fully present will keep children physically and emotionally safe and thriving.

The first step to doing this is to create a culture of safety. In this context, culture means the set of shared attitudes, values, goals, and practices that characterize a program; the way things work in that program and in that community. Experts and researchers have demonstrated that the culture of an organization plays a key role in all successful safety initiatives.

This is done by involving every staff member and committing to safety at all levels. Programs shouldn’t assume that nothing will ever go wrong. In fact, they should plan that something is going to go wrong. The goal is to create environments where there is zero harm, making it as hard as possible for things to go wrong.

Directors, managers, staff, and families must all embrace the belief that children have a right to be safe. All the adults in the program, the program leaders and staff, know that they are responsible for every child, all day, every day. People understand their roles and responsibilities in keeping children safe and embrace each of the 10 actions outlined in Table 7.1, that together support a culture of safety. This approach is holistic. It’s integrated, and community-centered. It isn’t an add-on. It’s not a burden. It’s a way of doing business so children don’t get hurt.²⁷¹

Table 7.1

10 Actions for a Culture of Safety272	Description
Use Data to Make Decisions	Program and incident data serve as an important resource to help managers and staff evaluate children’s safety.
Actively Supervise	Children are never alone or unsupervised. Staff position themselves so that they can observe, count, and listen at all times.
Keep Environments Safe and Secure	Programs create, monitor, and maintain hazard-free spaces.
Make Playgrounds Safe	Regularly inspected, well-maintained, age-appropriate and actively supervised outdoor play spaces allow children to engage in active play, explore the outdoors, and develop healthy habits.
Transport Children Safely	Programs implement and enforce policies and procedures for drivers, monitors, children, and families using school buses, driving to and from the program, or walking.
Transport Children Safely	Programs implement and enforce policies and procedures for drivers, monitors, children, and families using school buses, driving to and from the program, or walking.
Be Aware of Changes that Impact Safety	Staff anticipate and prepare for children’s reactions to transitions and changes in daily routine, within and outside of the program.
Model Safe Behaviors	Staff establish nurturing, positive relationships by demonstrating safe behaviors and encouraging other adults and children to try them.
Teach Families about Safety	Staff engage families about safety issues and partner with them about how to reduce risks to prevent injuries that occur in the home.
Know Your Children and Families	Staff plan activities with an understanding of each child’s developmental level and abilities, and the preferences, culture, and traditions of their families. This includes everything from maintaining current emergency contact information to understanding families’ perceptions about safety and injury prevention.

Specific Risks for Injury

Child injuries are preventable, yet 8,110 children (from 0-19 years) died from injuries in the US in 2017.²⁷³ Car crashes, suffocation, drowning, poisoning, fires, and falls are some of the most common ways children are hurt or killed. The number of children dying from injury dropped nearly 30% over the last decade. However, injury is still the number 1 cause of death among children.²⁷⁴

Children during early childhood are more at risk for certain injuries. Using data from 2000-2006, the CDC determined that:

• For children less than 1 year of age, two–thirds of injury deaths were due to suffocation.
• Drowning was the leading cause of injury death between 1 and 4 years of age.
• Falls were the leading cause of nonfatal injury for all age groups of less than 15 years of age.
• For children ages 0 to 9, the next two leading causes were being struck by or against an object and animal bites or insect stings.
• Rates for fires or burns and drowning were highest for children 4 years and younger.²⁷⁵

Injury in Early Care and Education/Child Care

Families “are naturally concerned for their child’s safety, particularly when cared for outside of the home. However, children who spend more time in nonparental child care have a reduced risk of (unintentional) injury. This may be because child care centers and family day homes provide more supervision and/or safer play equipment. Nevertheless, injuries in child care settings remain a serious, but preventable, health care issue.”²⁷⁶

In the next two chapters, we will examine creating safe environments indoors and outdoors that specifically reduce the risks of injuries, including those introduced in Table 7.2.

Table 7.2 – Preventing Injuries

Type of Injury	Prevention Tips
Sudden Infant Death	Always put infants to sleep on their backs Cribs, bassinets, and play yards should conform to safety standards and covered in a tight-fitting sheet There should be no fluffy blankets, pillows, toys, or soft objects in the sleeping area Don’t allow children to overheat277
Choking	Keeping objects smaller than 1½ inches out of reach of infants, toddlers, and young children. Have children stay seated while eating Cut food into small bites Ensure children only have access to age-appropriate toys and materials278, 279
Drowning	Make sure caregivers are trained in CPR Fence off pools; gates should be self-closing and self-latching Supervise children in or near water280 Inspect for any standing water indoors or outdoors that is an inch or deeper. Teach children water safety behaviors.281
Burns	Have working smoke alarms Practice fire drills Never leave food cooking on the stove unattended; supervise any use of microwave Make sure the water heater is set to 120 degrees or lower282 Keep chemicals, cleaners, lighters, and matches securely locked and out of reach of children. Use child-proof plugs in outlets and supervise all electrical appliance usage.283
Falls	Make sure playground surfaces are safe, soft, and made of impact-absorbing material (such as wood chips or sand) at an appropriate depth and are well maintained Use safety devices (such as gates to block stairways and window guards) Make sure children are wearing protective gear during sports and recreation (such as bicycle helmets) Supervise children around fall hazards at all times284 Use straps and harnesses on infant equipment.285
Poisoning	Lock up all medications and toxic products (such as cleaning solutions and detergents) in original packaging out of sight and reach of children Know the number to poison control (1-800-222-1222) Read and follow labels of all medications Safely dispose of unused, unneeded, or expired prescription drugs and over the counter drugs, vitamins, and supplements286 Use safe food practices.
Pedestrian	Do not allow children under 10 to walk near traffic without an adult Increase the number of supervising adults when walking near traffic Teach children about safety including: Walking on the sidewalk Not assuming vehicles see you or will stop Crossing only in crosswalks Looking both ways before crossing Never playing in the road Not crossing a road without an adult Supervise children near all roadways and model safe behavior287
Motor-vehicle	Children should still be safely restrained in a five-point harnessed car seat Children should be in back seat Children should not be seated in front of an airbag288

Creating a Safety Plan

Early care and education programs have an obligation to ensure that children in their care are in healthy and safe environments and that policies and procedures that protect children are in place. Using a screening tool, programs can identify where they need to make changes and improvements to ensure children are healthy and safe while in their care.

Programs must become familiar with the hazards to children that are specific to their population and location. Considerations for this plan include the type of early education program, ages of the children served, surrounding community, and family environments.

If any hazards are found upon screening, programs can make modifications to remove hazards or use safety devices to protect children from hazards. Care should be taken to ensure that the modifications include children with disabilities and special needs.

It will also be important to use positive guidance to help modify behaviors that put children’s safety at risk. Teachers can use role-modeling and communication to teach children how to respond to situations, including emergencies, that put their safety at risk.

Documenting Injuries & Injury Prevention

When a child is injured, it is important to document the injury. This documentation is provided to families, typically in the form of an injury or incident report. These should document:

• Who was involved in each injury? (child/children; staff, volunteers, family members)
• Where did the injury occur?
• What happened? (What was the cause?)
• What was the severity of each injury?
• When did each injury occur?
• Who – e.g., what staff were present and where were they at the time of each injury?
• What treatment was provided? How was the incident handled by staff?
• How could each injury have been prevented? What will be done in the future to prevent similar injuries?
• Who was notified in the child’s family? When? How?

It is important to keep these reports to analyze them to:

• identify location(s) for high risk of injury.
• pinpoint systems and services that need to be strengthened.
• develop corrective action plans
• incorporate safety and injury prevention into ongoing-monitoring activities.²⁹⁰

Hazard Mapping

One such process to do this is hazard mapping, which is an approach to prevent injuries by studying patterns of incidents.

Step One – Identify High-Risk Injury Locations

Create a map of the classroom, center, or playground area. Label the various places and/or equipment in the location(s) that is being mapped. Make the map as accurate as possible.

Place a “dot” or “marker” on the map to indicate where each specific incident and/or injury occurred over the past 3-6 months (or sooner, if concerns arise).

Look at the severity of the injuries.

Identify where most incidents occur.

Step Two – Identify Systems and Services that Need to be Strengthened

Review the information on the injury/incident reports for areas with multiple dots.

Consider what policy and practices are contributing to injuries/incidents.

Step Three – Develop a Corrective Action Plan

Prioritize and select specific activities/strategies to resolve problem areas.

Develop an action plan to correct the problem areas you identified. Include each of the activities/strategies selected in this corrective action plan. Identify the steps, the individuals responsible, and the dates for completion.

Create a plan for sharing the corrective action plan with staff and families.

Step Four – Incorporate Hazard Mapping into Ongoing Monitoring

Determine if any additional questions should be added to injury/incident report forms to obtain this missing information.

When developing corrective action plans, consider prioritizing more serious injuries, even if they have occurred less often.

Make sure there reduction in injuries and/or incidents and the severity of the injuries with a corrective plan.²⁹¹

Teaching Children about Safety

While it is the adult’s responsibility to keep children safe and children should not be expected to actively protect themselves, teachers should help children develop safety awareness and the realization that they can control some aspects of their safety through certain actions. The earlier children learn about safety, the more naturally they will develop the attitudes and respect that lead to lifelong patterns of safe behavior.

Safety education involves teaching safe actions while helping children understand the possible consequences of unsafe behavior. Preschoolers learn through routines and daily practice and by engaging in language scripts and following simple rules. These scripts and rules may be communicated through voice, pictures, or signs. Children learn concepts and develop skills through repetition, then build upon these as concepts and skills become more complex.

Preschoolers need help to recognize that safe play may prevent injury. Teachers can promote independence and decision-making skills as children learn safe behaviors. Teachers can explain that children can make choices to stay safe, just as they wash their hands to prevent disease, brush their teeth to prevent cavities, and eat a variety of foods to help them grow strong and healthy.

Preschoolers can learn to apply a few simple and consistent rules, such as riding in a car seat and wearing seat belts, even though they are too young to understand the reasons for such rules. For example, four-year-old Morgan says, “Buckle up!” as she gets into a vehicle. Although Morgan lacks the skill needed to buckle the car seat buckle and does not understand the consequences of not being safely buckled into her car seat, she is developing a positive habit. Safety education in preschool focuses on behaviors the children can do to stay safe. It involves simple, concrete practices that children can understand.

The purpose of safety rules and guidance is to promote awareness and encourage developmentally appropriate behavior to prevent injury. Teachers may include separate rules for the classroom, playground, hallways, buses, or emergency drills. Limit the number of rules or guidelines, but foster consistency (e.g., three indoor rules, three playground rules) and base them upon the greatest hazards, threats, and needs in your preschool program and community.

Safety guidance is most effective when teachers have appropriate expectations and safety rules are stated in a positive manner. For example, an appropriate indoor safety rule might be stated, “We walk indoors,” rather than the negative, “Do not run indoors.” On the playground, a rule might state, “Go down the slide on your bottom, feet first.” As children follow these rules, acknowledge them for specific actions with descriptive praise (e.g., “Kevin, you sat on the slide and went down really fast! That looked like fun!”).

State rules clearly, in simple terms, and in children’s home languages; include pictures or icons with posted rules to assist all children’s understanding. Children often are more willing to accept a rule when they are given a brief explanation of why it is necessary. Gently remind children during real situations; with positive reinforcement, they will begin to follow safety rules more consistently. As children develop a greater understanding of safety rules, they begin to develop self-control and feel more secure.

Adults are fully responsible for children’s safety and compliance with safety rules and emergency procedures. Safety education for children, which include rules and reinforcement of verbal and picture scripts in children’s home languages (including sign language), is essential for handling emergency situations. Through practice and routines, children are better able to follow the teacher’s instruction and guidance. It is essential that teachers evaluate each child’s knowledge and skill in this area, and provide additional learning activities as needed to ensure that all children can follow emergency routines.

Here are some strategies that teachers can use to help children learn about safety:

• Incorporate safety into the daily routine.
• Involve children in creating rules
• Provide coaching and gentle reminders to help children follow safety rules.
• Acknowledge children’s self-initiated actions to keep themselves and others safe (such as pushing chairs in and wiping up spills)
• Provide time for children to practice safety skills (such as buckling seat belts)
• Introduce safety concepts and behaviors in simple steps.
• Role-play safety-helpers.
• Define emergency and practice what children should do in emergency situations.
• Introduce safety signs.
• Incorporate musical activities and safety songs.

Because of their level of cognitive development, many young children cannot consistently identify dangerous situations. They may understand some safety consequences and can learn some scripts. But adults must be responsible for their safety. Children often act impulsively, without stopping to consider the danger. By learning and following simple safety rules (e.g., take turns, wear a helmet) and practicing verbal, visual, or sign-language scripts, children establish a foundation of lifelong safety habits.²⁹³

Risky Play and Children’s Safety: Balancing Priorities for Optimal Child Development Injury prevention plays a key role in promoting children’s safety, which is considered to involve keeping children free from the occurrence or risk of injury. However, emerging research suggests that imposing too many restrictions on children’s outdoor risky play may be hampering their development. Like safety, play is deemed so critical to child development and their physical and mental health that it is included in Article 31 of the United Nations Convention on the Rights of the Child. Thus, limitations on children’s play opportunities may be fundamentally hindering their health and well-being. Eager and Little describe a risk deprived child as more prone to problems such as obesity, mental health concerns, lack of independence, and a decrease in learning, perception and judgment skills, created when risk is removed from play and restrictions are too high. Findings from disciplines such as psychology, sociology, landscape architecture, and leisure studies, challenge the notion that child safety is paramount and that efforts to optimize child safety in all circumstances is the best approach for child development. And families, popular culture, the media, and researchers in other disciplines have expressed views that child safety efforts promote the overprotection of children. These have the potential to trigger a backlash against proven safety promotion strategies, such as child safety seats or necessary supervision, possibly reversing the significant gains that have been made in reducing child injuries. Families, caregivers, and educators can work to create a balance by fostering opportunities to engage in outdoor risky play that align with safety efforts. An approach that focuses on eliminating hazards, that have hidden potential to injure, such as a broken railing, but that does not eliminate all risks, could be used. This allows the child to recognize and evaluate the challenge and decide on a course of action that is not dangerous but may still involve an element of risk. Adults can also provide children with unstructured (open-ended) play materials that can be freely manipulated in conventional playgrounds This approach is a central component of the Adventure Playground movement. Notably, European and Australian organizations and researchers appear to be attempting to put this idea in practice, with North American efforts lagging. For example, the National Institute for Health and Clinical Excellence in the U.K. released injury prevention guidelines that called for policies that counter “excessive risk aversion” and promote children’s need “to develop skills to assess and manage risks, according to their age and ability.” Both injury and play organizations, such as the U.K.’s Royal Society for the Prevention of Accidents and Play Safety Forum promote the idea of keeping children as safe as necessary, not as safe as possible. International collaboration would benefit from translating this into practice in a manner that is sensitive to concerns for child safety and children’s developmental needs for risky play.295

Reflective Practice What do you think? What are your thoughts on risky play? What are appropriate ways for children to learn how to manage risk?

Summary

Active supervision is critical to keep young children safe. When programs create a culture of safety, they go beyond following regulations and policies, by making a commitment to protecting safety so that children don’t get hurt. There are some common risks to safety that educators should be aware or (and that will be covered in more depth in the next two chapters). When early care and education programs create a safety plan using data they have gathered by documenting and analyzing the injuries children get, they can make changes to help protect children’s safety.

While adults have the ultimate responsibility for safety, children can be taught about and families can be engaged in protecting children’s safety. Teachers must also consider the value of risk play when making decisions about what action to take to keep children safe.

Caring for Our Children: National Health and Safety Performance Standards – Guidelines for Early Care and Education Programs: https://nrckids.org/files/CFOC4%20pdf-%20FINAL.pdf Head Start’s Safety Practices in the Early Childhood Learning and Knowledge Center: https://eclkc.ohs.acf.hhs.gov/safety-practices Program Administrator Guide to Evaluating Child Supervision Practices: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/accreditation/early-learning/Supervision%20Resource_0.pdf Supervising Children in Child Care Centers (Licensing video): https://ccld.childcarevideos.org/child-care-center-operators/supervising-children-in-child-care-centers/ CDC: National Center for Injury Prevention and Control: http://www.cdc.gov/injury/index.htm Safe States Alliance: https://www.safestates.org/default.aspx