{"id":79,"date":"2021-11-02T19:10:28","date_gmt":"2021-11-02T19:10:28","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-three-creating-safe-indoor-environments\/"},"modified":"2023-10-20T20:25:02","modified_gmt":"2023-10-20T20:25:02","slug":"chapter-three-creating-safe-indoor-environments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accece\/chapter\/chapter-three-creating-safe-indoor-environments\/","title":{"raw":"Chapter Three: Creating Safe Indoor Environments","rendered":"Chapter Three: Creating Safe Indoor Environments"},"content":{"raw":"
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\n

Chapter 3 Learning Objectives<\/p>\n\n<\/header>\n

\n\nBy the end of this chapter, you should be able to:\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Connect classroom design to safety and injury prevention.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss ways to handle unsafe behavior by understanding the function of behaviors.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Describe how teachers can ensure the toys and materials they offer children do not present injury risks and are nontoxic.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explain ways adults can support safe and developmentally appropriate use of technology.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lists ways to protect children from choking, poisoning, burns, drowning, and falls.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify how to implement safe sleep practices to protect against Sudden Infant Death Syndrome.\n\n<\/div>\n<\/div>\n \n\n \n\n\n\n
<\/td>\n\n
\n\nLicensing Regulations<\/strong>\n\nRule 3 Regulations that relate to this chapter include:\n\n9503.0060 FURNISHINGS, EQUIPMENT, MATERIALS, AND SUPPLIES.\n\nSubpart 1.\u00a0 General requirements.\n\nEach child care program must have the quantity and type of equipment specified in subparts 3 to 6 for the age categories of children served. Equipment must be appropriate to the age categories and any special needs of the children served. A center must have enough equipment for the number of children for which the center is licensed unless the use of equipment is rotated among groups of children. If the equipment is rotated among groups of children, the center must have enough for the maximum group size of the age category scheduled to use the equipment at times shown on the child care program plan. When the term \"group\" is used in this part it means the maximum group size for the age category specified in part\u00a09503.0040<\/a>, subpart 1. The minimum equipment specified for an age category in subparts 3 to 6 must be accessible every day to the children of that age category and arranged as specified in the child care program plan. Centers operating for less than three hours a day do not have to provide the outdoor equipment required in subpart 4, item B, subitem (9); subpart 5, item B, subitem (9); and subpart 6, item B, subitem (7).\n\nSubp. 2.\u00a0 Definitions.\n\nFor the purpose of this part, the following terms have the meanings given them.\n\nA.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\u00a0<\/strong>\"Cognitive development equipment and materials\" means equipment and materials designed to enhance components of intellectual development, such as problem solving abilities, observation skills, group skills, and symbol recognition.\n\nB.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\"Dramatic play equipment\" or \"practical life activity equipment\" means equipment, such as dress up clothes, large or miniature play sets, figures, and small and large building blocks that can be used to design a setting or space that stimulates the child's imagination and encourages role playing and the learning of practical life skills.\n\nC.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\"Large muscle equipment\" means equipment that is designed to enhance large muscle development and coordination, such as playground equipment, large boxes and pillows, large wheel toys, pull toys, balls, jump ropes, climbers, and rocking boats.\n\nD.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\"Manipulative equipment\" means equipment that is designed to enhance fine motor development and coordination, such as pegs and peg boards, puzzles, beads and strings, interlocking plastic forms, and carpentry materials.\n\nE.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\"Sensory stimulation materials\" means equipment, other than pictures, that has different shapes, colors, and textures that stimulate the child's visual and tactile senses. Examples of sensory stimulation materials include mobiles, crib attached activity boxes, sand and water activity materials, swatches of different textures of cloth, and wooden or plastic items of different shapes and colors.\n\nSubp. 3. \u00a0Equipment and materials for infants.\n\nThe minimum equipment and materials required for a center serving infants are as follows:\n\nA.\u00a0 Furnishings:\n
    \n \t
  1. one area rug or carpet per group;<\/li>\n \t
  2. a variety of nonfolding child size chairs including infant seats and high chairs, one per child, or a minimum of four per group;<\/li>\n \t
  3. one changing table for every group of 12 infants and succeeding group of 12 or fewer infants;<\/li>\n \t
  4. one foot operated, covered diaper container per changing table;<\/li>\n \t
  5. one crib or portacrib and waterproof mattress per child; and<\/li>\n \t
  6. one linear foot of low, open shelving per child.<\/li>\n<\/ol>\nB.\u00a0 Program equipment and materials:\n
      \n \t
    1. one book per child;<\/li>\n \t
    2. two large, soft building blocks per child;<\/li>\n \t
    3. two pieces of infant mobility equipment, such as strollers and wagons per group;<\/li>\n \t
    4. two pieces of manipulative equipment per child such as shape toys and clutch balls;<\/li>\n \t
    5. one mirror at least 12 inches by 36 inches in size made of Plexiglas or a similar plastic or of safety glass per group;<\/li>\n \t
    6. one music source such as a tape player or record player per group and music selections appropriate for the music source;<\/li>\n \t
    7. one noise or music making toy per child;<\/li>\n \t
    8. visual and tactile sensory stimulation materials as needed to provide visual and tactile stimulation; and<\/li>\n \t
    9. one soft washable toy per child.<\/li>\n<\/ol>\nC.\u00a0 Supplies:\n
        \n \t
      1. two sets of blankets and sheets for each crib;<\/li>\n \t
      2. an adequate amount of disposable paper for the changing table;<\/li>\n \t
      3. an adequate amount of diapers;<\/li>\n \t
      4. an adequate amount of facial tissue;<\/li>\n \t
      5. an adequate amount of single service towels; and<\/li>\n \t
      6. an adequate amount of liquid hand soap.<\/li>\n<\/ol>\nSubp. 4.\u00a0 Equipment and materials for toddlers.\n\nThe minimum equipment required for a center serving toddlers is as follows:\n\nA.\u00a0 Furnishings:\n
          \n \t
        1. one area rug or carpet per group;<\/li>\n \t
        2. one non-folding child size chair, including high chairs, per child;<\/li>\n \t
        3. one changing table for every group of 14 toddlers and succeeding group of 14 or fewer toddlers;<\/li>\n \t
        4. one foot operated, covered diaper container per changing table;<\/li>\n \t
        5. one cot per child (mats are acceptable for programs operating during the day for less than five hours);<\/li>\n \t
        6. one partially enclosed space equipped for quiet activity per group;<\/li>\n \t
        7. one linear foot of low open shelving per child; and<\/li>\n \t
        8. 20 linear inches of child size table edge per child.<\/li>\n<\/ol>\nB.\u00a0 \u00a0Program equipment and materials:\n
            \n \t
          1. arts and crafts supplies, such as clay or playdough, tempera or finger paints, colored and white paper, paste, collage materials, paint brushes, washable felt type markers, crayons, blunt scissors, and smocks;<\/li>\n \t
          2. one book per child;<\/li>\n \t
          3. 24 large building blocks per group;<\/li>\n \t
          4. 100 small building blocks per group;<\/li>\n \t
          5. three pieces of dramatic play equipment or sets of Montessori Practical Life equipment per group;<\/li>\n \t
          6. materials and accessories required for subitem (5) as needed to carry out the theme of the activity, or six Montessori Practical Life exercises;<\/li>\n \t
          7. one double easel per group;<\/li>\n \t
          8. three pieces of durable, indoor, large muscle equipment per group;<\/li>\n \t
          9. three pieces of durable, outdoor, large muscle equipment per group;<\/li>\n \t
          10. one mirror, at least 12 inches by 36 inches, made of Plexiglas or a similar plastic or safety glass, per group;<\/li>\n \t
          11. one music source such as a tape recorder or record player per group and music selections appropriate for the source;<\/li>\n \t
          12. one set of cognitive developmental equipment and materials, such as puzzles and matching games, per child;<\/li>\n \t
          13. two sets of manipulative equipment, such as interlocking plastic forms or beads and string, per child;<\/li>\n \t
          14. one music making toy per child;<\/li>\n \t
          15. one soft washable toy per child; and<\/li>\n \t
          16. sensory stimulation materials as needed to provide visual and tactile stimulation.<\/li>\n<\/ol>\nC.\u00a0 Supplies:\n
              \n \t
            1. an adequate amount of disposable paper for the changing table;<\/li>\n \t
            2. an adequate amount of diapers;<\/li>\n \t
            3. an adequate amount of facial tissue;<\/li>\n \t
            4. an adequate amount of single service towels; and<\/li>\n \t
            5. an adequate amount of liquid hand soap.<\/li>\n<\/ol>\nSubp. 5.\u00a0 Equipment and materials for preschoolers.\n\nThe minimum equipment required for a center serving preschoolers is as follows:\n\nA.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Furnishings:\n
                \n \t
              1. one area rug or carpet per group;<\/li>\n \t
              2. one non-folding child size chair per child;<\/li>\n \t
              3. one cot or bed and waterproof mattress per child (mats are acceptable for programs operating during the day for less than five hours). This subitem is not required for preschoolers in programs operating for less than five hours per day if rest is not indicated as part of the center's child care program;<\/li>\n \t
              4. two square feet of wall or bulletin board display space per child, one-half at child's eye level;<\/li>\n \t
              5. one partially enclosed space equipped for quiet activity per group;<\/li>\n \t
              6. one linear foot of open shelving per child; and<\/li>\n \t
              7. 20 linear inches of child size table edge per child.<\/li>\n<\/ol>\nB.\u00a0 Program equipment and materials:\n
                  \n \t
                1. arts and crafts supplies, such as clay or playdough, tempera or fingerpaints, white or colored paper, paste, collage materials, paint brushes, washable felt type markers, crayons, scissors, and smocks;<\/li>\n \t
                2. two books per child;<\/li>\n \t
                3. 48 large building blocks per group;<\/li>\n \t
                4. 200 small building blocks per group;<\/li>\n \t
                5. five pieces of dramatic play equipment or sets of Montessori Practical Life equipment per group;<\/li>\n \t
                6. materials and accessories required for subitem (5) to carry out the theme of the activity;<\/li>\n \t
                7. one double easel per group;<\/li>\n \t
                8. three pieces of durable, indoor, large muscle equipment per group;<\/li>\n \t
                9. three pieces of durable, outdoor, large muscle equipment per group;<\/li>\n \t
                10. one mirror, at least 12 inches by 36 inches, made of Plexiglas or a similar plastic or safety glass, per group;<\/li>\n \t
                11. one music source such as a tape recorder or record player per group and music selections appropriate for the source;<\/li>\n \t
                12. one set of cognitive developmental equipment and materials, such as puzzles and number and letter games, per child;<\/li>\n \t
                13. two sets of manipulative equipment, such as interlocking plastic forms, per child;<\/li>\n \t
                14. pictures at child's eye level, mobiles, and other items as needed to create a pleasant environment and provide sensory stimulation; and<\/li>\n \t
                15. one rhythm instrument per child.<\/li>\n<\/ol>\nC.\u00a0 Supplies:\n
                    \n \t
                  1. an adequate amount of facial tissue;<\/li>\n \t
                  2. an adequate amount of single service towels; and<\/li>\n \t
                  3. an adequate amount of liquid hand soap.<\/li>\n<\/ol>\nSubp. 6.\u00a0 Equipment and materials for school-age children.\n\nThe minimum equipment and materials required for a program serving school-age children are as follows:\n\nA.\u00a0\u00a0\u00a0\u00a0\u00a0 Furnishings:\n
                      \n \t
                    1. one area rug or carpet per group;<\/li>\n \t
                    2. two square feet of wall or bulletin board display space per child;<\/li>\n \t
                    3. one non-folding child size chair per child;<\/li>\n \t
                    4. one partially enclosed space equipped for quiet activity per group;<\/li>\n \t
                    5. one linear foot of open shelving per child; and<\/li>\n \t
                    6. 20 linear inches of table edge space per child.<\/li>\n<\/ol>\nB.\u00a0 Program equipment and materials:\n
                        \n \t
                      1. arts and crafts supplies, such as clay or playdough, tempera or fingerpaints, white or colored paper, paste, collage materials, paint brushes, felt type markers, crayons, and scissors;<\/li>\n \t
                      2. two books per child;<\/li>\n \t
                      3. three sets of dramatic play equipment or Montessori Practical Life area equipment per group;<\/li>\n \t
                      4. materials and accessories for subitem (3) as required to carry out the theme of the activity;<\/li>\n \t
                      5. one music source such as a tape recorder or record player per group and music selections appropriate for the source;<\/li>\n \t
                      6. five musical or rhythm instruments per group;<\/li>\n \t
                      7. three pieces of durable, outdoor, large muscle equipment per group;<\/li>\n \t
                      8. pictures at child's level, mobiles, and other items as needed to create a pleasant environment and provide sensory stimulation;<\/li>\n \t
                      9. one set of cognitive developmental equipment and materials, such as puzzles and games, per child;<\/li>\n \t
                      10. five sets of manipulative equipment, such as interlocking plastic forms, per group; and<\/li>\n \t
                      11. ten pieces of sports or recreational equipment, such as bats, balls, hoops, and jump ropes, per group.<\/li>\n<\/ol>\nC. Supplies:\n
                          \n \t
                        1. an adequate amount of facial tissue;<\/li>\n \t
                        2. an adequate amount of single service towels; and<\/li>\n \t
                        3. an adequate amount of liquid hand soap.<\/li>\n<\/ol>\n9503.0050 NAPS AND REST.\n\nSubpart 1.\u00a0 Naps and rest policy.\n\nThe applicant must develop a policy for naps and rest that is consistent with the developmental level of the children enrolled in the center.\n\nSubp. 2.\u00a0 Parent consultation.\n\nThe parent of each child must be informed at the time the child is enrolled of the center's policy on naps and rest.\n\nSubp. 3.\u00a0 Confinement limitation.\n\nA child who has completed a nap or rested quietly for 30 minutes must not be required to remain on a cot or mat or in a crib or bed.\n\nSubp. 4.\u00a0 Placement of equipment.\n\nNaps and rest must be provided in a quiet area that is physically separated from children who are engaged in activity that will disrupt a napping or resting child. Cribs, cots, beds, and mats must be placed so there are clear aisles and unimpeded access for both adults and children on at least one side of each piece of napping and resting equipment. Cribs, cots, beds, and mats must be placed directly on the floor and must not be stacked when in use.\n\nSubp. 5.\u00a0 Crib standard.\n\nA crib or portable crib must be provided for each infant for which the center is licensed to provide care. The equipment must be of safe and sturdy construction that conforms to Code of Federal Regulations, title 16, sections 1508 to 1508.7 and 1509 to 1509.9, as amended through October 27, 1982, or have a bar, mesh, or rail pattern such that a 2-3\/8 inch diameter sphere cannot pass through.\n\nSubp. 6.\u00a0 Bedding.\n\nSeparate bedding must be provided for each child in care. Bedding must be washed weekly and when soiled or wet. Blankets must be washed or dry cleaned weekly and when soiled or wet.\n\n9503.0155 FACILITY.\n\nSubpart 1. Occupancy designation.\n\nIn areas of the state that have adopted the Minnesota State Building Code, the applicant must comply with the standards specified by the code if the application is an initial one. In those areas of the state that have not adopted the Minnesota State Building Code, an applicant for licensure must comply with any applicable local building ordinances if the application is an initial one. The commissioner must not grant an initial license until written verification of compliance with the State Building Code or local building ordinance, when applicable, has been received by the commissioner from the building official with jurisdiction.\n\nSubp. 2.\u00a0 Fire inspection.\n\nThe center must be inspected by a fire marshal within 12 months before initial licensure. The commissioner must not grant an initial license until the commissioner has received written approval of compliance with the Minnesota Uniform Fire Code from the fire marshal with jurisdiction.\n\nSubp. 3.\u00a0 Reinspection for cause.\n\nIf the commissioner has reasonable cause to believe that a potential hazard exists, the commissioner may request another inspection and written report by a fire marshal, building official, or health authority to verify the absence of hazard.\n\nSubp. 4.\u00a0 Facility floor plan and designated areas.\n\nIndoor and outdoor space to be used for child care must be designated on a facility floor plan. This space must be exclusively used for child care by the center during the hours of operation. The initial application for licensure and the center's administrative record must contain a floor plan of the center. Precise scale drawings are not required. The plan must indicate the:\n\nA.\u00a0 dimensions and location of all areas of the center designated for the provision of child care;\n\nB. planned use of each area; and\n\nC. size and location of areas used for outdoor activity.\n\nSubp. 5.\u00a0 Child's personal storage space.\n\nA center must have storage space for each child's clothing and personal belongings. The space must be at a height appropriate to the age of the child.\n\nSubp. 6.\u00a0 Space for children who become sick.\n\nSpace must be provided in the center for a child who becomes sick at a center not licensed to operate a sick care program under part\u00a09503.0085<\/a>. The space must be separate from activity areas used by other children. A cot and blanket must be provided. The space must be within sight and hearing of a staff person and supervised by a staff person when occupied by a sick child.\n\nSubp. 7.\u00a0 Outdoor activity area.\u00a0 (see Chapter 4)\n\nSubp. 8.\u00a0 [Repealed]\n\nSubp. 9.\u00a0 <\/strong>Indoor space.\n\nThe licensed capacity of the center must be limited by the amount of indoor space. A minimum of 35 square feet of indoor space must be available for each child in attendance. Hallways, stairways, closets, utility rooms, lavatories, water closets, kitchens, and space occupied by cribs may not be counted as indoor space. Twenty-five percent of the space occupied by furniture or equipment used by staff or children may be counted as indoor space.\n\nSubp. 10.\u00a0 Shielding of hot surfaces.\n\nRadiators, fireplaces, hot pipes, and other hot surfaces in areas used by children must be shielded or insulated to prevent burns.\n\nSubp. 11.\u00a0 Electrical outlets.\n\nExcept in a center that serves only school-age children, electrical outlets must be tamper proof or shielded when not in use.\n\nSubp. 12.\u00a0 Water hazards.\n\nBodies of water within or adjacent to the center must be inaccessible to children. When using a pool or beach, children must be supervised at all times.\n\nSubp. 13.\u00a0 Room temperature.\n\nA minimum temperature of 68 degrees Fahrenheit must be maintained in indoor areas used by children.\n\nSubp. 14.\u00a0 [Repealed]\n\nSubp. 15.\u00a0 Hazardous areas.\n\nKitchens, stairs, and other hazardous areas must be inaccessible to children except during periods of supervised use.\n\nSubp. 16.\u00a0 Fire extinguisher inspection.\n\nFire extinguishers must be serviced annually by a qualified inspector. The name of the inspector and date of the inspection must be written on a tag attached to the extinguisher.\n\nSubp. 17.\u00a0 Screens.\n\nOutside doors and windows used for ventilation must be screened to provide protection from insects.\n\nSubp. 18.\u00a0 Toilets and hand sinks.\n\nToilets and hand sinks must be provided as specified in items A to G:\n\nA.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0The center must have at least one hand sink and one toilet for each 15 children or portion of 15 children specified in the licensed capacity. One toilet training seat or training chair must be provided for every 15 toddlers specified in the licensed capacity. Any hand sink required for children, other than infants, must be in the toilet area.\n\nB.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In newly constructed centers or those undergoing major remodeling to the plumbing system, foot or wrist operated sinks must be provided in the diaper changing area.\n\nC.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hand sinks for children must not be used for custodial work or food preparation.\n\nD.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The temperature of hot water in the hand sinks used by children must not exceed 120 degrees Fahrenheit.\n\nE.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Single service towels or air dryers must be available to dry hands and designed for easy use by the children.\n\nF.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Toilets, sinks, faucets, and hand drying devices in the toilet area used by children under school age other than infants must be placed at a height appropriate to the ages of the children.\n\nG.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Portable steps may be used to meet the requirement in item F for toddlers and preschoolers, if the steps are sturdy and washable.\n\n<\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                          Introduction<\/h2>\nDesigning an effective and engaging classroom environment takes careful thought and planning, but it's important. A well-organized classroom that is interesting, orderly, and attractive contributes to children's participation and engagement with the learning materials and activities. This engagement, in turn, contributes to children's learning.\n\nLet's look at it from a child's perspective. We want children to feel safe and comfortable in the classroom. We want them to be interested in the learning activities and to take full advantage of being at school and take full advantage of the activities you've planned and the materials you've selected. It can be helpful to get down at a child's level and take a look at the classroom. Does it feel welcoming and inviting? Is there enough room to move, make choices, and stay involved with a toy or activity or project? And does the room help the child know what to do and what's expected?\n\n \n\n[caption id=\"attachment_68\" align=\"aligncenter\" width=\"300\"]\"This Figure 3.1 \u2013 This reading area is set up so it\u2019s clear what children should do in this space. [1][\/caption]\n

                          Designing an Effective and Safe Classroom Environment<\/h2>\nThere are all sorts of classrooms. They differ by size and shape, amount of light and wall space, placement of sinks and counters, and amount of storage. Figuring out how to design the physical space and to maximize children's interactions within the space will take some time. Make a floor plan. Move things around. Take a look at other classrooms and see what works.\n\nHere are a few things to think about when designing your space and making it as workable as possible. Think about the number of interest areas or centers that you want or need for the group of children. Arrange the space so that noisy areas are separated from quiet areas. Locate centers next to needed storage or equipment. Use furniture or other items to provide boundaries. But, make sure that the adults can see all of the areas of the room.[2]<\/a>\n
                          Factors to Consider<\/h6>\nSpace and boundaries:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are the centers clearly defined with furniture, rugs, or shelves?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Is there enough space for all children to easily move about the room?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In each defined area, is there adequate space for the number of children using it?\n\nProximity and distance: <\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are the quiet and noisy areas in proximity or separated?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are centers located near things that children need to complete projects (art center near sink, puzzle or game shelves within reach of tables, etc.)?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are teachers able to view children in all centers?\n\nHome and culture:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What home-like features are included in the classroom?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How is(are) the culture(s) of the local community reflected in the classroom?\n\nFlexibility and permanence:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How does the space accommodate gross motor activity?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What aspects of the physical space cannot be changed (cost or structural issues) and are challenging to overcome (e.g., limited access to natural light, cumbersome cubbies, etc.)?\n\nEngagement and challenging behaviors:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are there areas of the classroom where challenging behaviors are more likely to occur?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are there areas where typically children are positively engaged in classroom activities?\n\nTraffic patterns:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Can children move easily from space to space?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Is running and wandering discouraged?\n\nMaterial selection:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are materials chosen to support development and learning?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Are they culturally relevant and meaningful to the children?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Is there is a sufficient variety and quantity (without overwhelming children)? [3]<\/a>\n
                          \n

                          Pause to Reflect<\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \n

                          \"Question<\/h3>\n<\/td>\n

                          		So far, we haven\u2019t specifically called out safety much in our discussion of environmental design. Look at some of the listed items and brainstorm how they each might be related to safety? For example, why is looking at areas of the classroom where challenging behaviors are more likely to occur a safety consideration.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n<\/div>\n<\/div>\n
                          \n

                          Tips for Environmental Design<\/p>\n\n<\/header>\n

                          \n\nTraffic patterns need to discourage running.\n\nUse furniture, rugs, and similar items to define boundaries.\n\nEnsure that teachers can see what is happening in all areas of the classroom.\n\nCultural and home-like features are present in the room.\n\nUse spaces with as much flexibility as possible.\n\nQuiet and noisy centers are spaced appropriately.\n\nEnsure interesting classroom content selection is balanced with appropriate stimulation versus overstimulation.\n\nEach center provides enough information about what to do there and how to play.[1]<\/a>\n
                          [caption id=\"attachment_185\" align=\"aligncenter\" width=\"300\"]\"This Figure 3.2 \u2013 This large space was transformed with this rug and arrangement of materials and furniture. [5][\/caption]\n
                          \n\n[1]<\/a> Presenter Notes: Designing Environments<\/a> by the Office of Head Start<\/a> is in the public domain.\n\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
                          Grouping of Children<\/h5>\nTeachers want to be intentional about how they group children, whether it's a decision made in the moment or as part of lesson planning. Match the size of the group with the purpose of the activity. Think about the children who will be in the group. Young children need opportunities to participate and learn with the whole group, small groups, and they will thrive with a bit of one-on-one time with an adult.[6]<\/a>\n\nLarge groups are good for:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introducing concepts\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Building community\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Conducting routine activities\n\nSmall groups are good for:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Maximizing back and forth interactions\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Peer modeling of skills\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Guiding instruction\n\nOne-on-one interactions are good for:<\/strong>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tasks requiring complex skills\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Instance when a child needs specific direction and assistance[7]<\/a>\n\n\n\n
                          <\/td>\n\n
                          \n

                          Pause to Reflect<\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \n
                          \"\"<\/h5>\n<\/td>\n
                          		How is considering group size related to safety? What might teachers need to observe for to determine if the group sizes are working well for the children?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                          <\/h5>\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/thead>\n<\/table>\nEvery early childhood environment is full of pros and cons; it is how educators work with the many characteristics of a classroom that can make a tremendous difference. Teachers can be surprised by the results when they:\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assess the spaces for both limitations and strengths.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Strategize how to optimize what they have to work with in their classrooms.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Try a different arrangement, see what happens, and then modify based on what is working and what is not.\n\n \n\n[caption id=\"attachment_73\" align=\"aligncenter\" width=\"300\"]\"These Figure 3.3 \u2013 These shelves are in a classroom for 3-year-olds. What adjustments\u00a0might need to be made to meet the needs of the children and keep them safe? [8][\/caption]Sometimes a modification can be minor (raising or lowering a shelf, \u201cstop\u201d signs over unavailable areas, masking tape to better define a space, etc.). This highlights the \u201cwork-in-progress\u201d nature of early childhood environments. As the needs of children change, the room may need minor changes or have to be rearranged completely to meet those needs.[9]<\/a>\n\n\n\n
                           \n\n \n\n \n\n <\/td>\n\n
                          \n

                          A Few More Considerations for Environmental Design<\/strong><\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \"\"<\/td>\nWhen designing classroom environments, there are some other considerations to keep in mind:\n\nRotations: <\/strong>\n\n\u00b7 Avoid grouping the same children together all the time, especially when pairing skilled with less skilled children.\n\n\u00b7 Consider limiting the number of children per center and creating a system for rotating children through favorite areas.\n\n\u00b7 Regularly rotate some of the toys and materials to generate a sense of newness.\n\n\u00b7 Instruction can be tailored within small groups to meet educational goals. For example, one group of children that is working on learning numbers can read a counting book; another group working on fine motor skills can do beading; still another group of children working on social skills can practice joining play.\n\n\u00b7 Emphasize cooperation by choosing toys and activities that require it (e.g., large appliance boxes, games that need two or more players, balls for throwing back and forth, etc.).\n\n\u00b7 Whenever possible keep the design elements simple (both for the teacher\u2019s sake and because simple tends to be longer-lasting). Also, some aspects of designing can be done spontaneously and quickly (spur of the moment) and still be effective. [10]<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                          Interpersonal Safety<\/h5>\nChildren can behave in ways that hurt themselves or others so teachers must prepared to handle unsafe behaviors in their duty to protect children from injury. An important way to think about behavior is as a form of communication. Young children let us know their wants and needs through their behavior long before they have or can use words in the heat of the moment. They give us cues to help us understand what they are trying to communicate.\n\nEarly childhood educators can help children by interpreting their cues and responding to meet their needs. The following example illustrates the importance of responding to the possible meaning behind behavior:\n

                          Javon bites Blair because he wants the block she is playing with and we remove Javon from the situation. Not only are we not responding to his want or need, but we are taking him out of the context where he can learn to communicate his feelings in a way that doesn\u2019t hurt others. <\/em><\/p>\n\n

                          Forms and Functions of Behavior<\/h5>\nThere are many reasons a child might use specific behaviors. This is why it is important for adults to carefully observe children, pay attention to their cues, get to know them, and know what part of the schedule gives them a hard time to better understand what they are trying to tell us through their behavior.[11]<\/a>\n\nEach behavior has a:\n\nFORM = the behavior the child is using to communicate\n\nAND A FUNCTION = the reason or purpose the child is using that behavior[12]<\/a>\n
                          \n

                          Table 3.1 \u2013 Forms and Functions of Behavior <\/strong>[13]<\/strong><\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n
                          Forms of Communication<\/strong><\/td>\nFunction of Communication<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          \u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Crying\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cooing\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Reaching for caregiver\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kicking their legs\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gaze aversion (looking away)\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Squealing\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Biting\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tantrums\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pointing\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Smiling\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pulling adult\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clapping\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Words\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Jumping<\/td>\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Obtain an object, activity, person\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Request help\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Initiate social interaction\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Request information\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Seek sensory stimulation\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Escape demands\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Escape activity\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Avoid a person\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Escape sensory stimulation\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Express emotion\n\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Express pain or illness<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nHere are some examples of form and functions of infants, toddlers, and preschoolers:\n
                          \n

                          Table 3.2 \u2013 Examples of Forms and Possible Functions of Behaviors <\/strong>[14]<\/strong><\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n
                          Form of Communication<\/strong><\/td>\nPossible Functions of Communication<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          Toddler biting<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I want the dinosaur Joseph is playing with\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I\u2019m teething\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 This is my space\u2014I don\u2019t want you in my space\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I am really frustrated\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 You just told me \u201cno\u201d and I don\u2019t like it\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I want to play with you<\/td>\n<\/tr>\n
                          Preschooler hitting<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I feel mad and don\u2019t know how to express it\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I don\u2019t want to stop playing\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I don't want to share my favorite toy\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I want to play by myself<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nForm and function are also shaped by culture. Children are socialized to express their feelings in culturally acceptable ways. It is important to talk with families so you can look for acceptable ways that children express themselves in a culturally respectful way.\n\nAs you have probably already experienced\u2014it is not always easy to figure out the meaning of a child\u2019s behavior. To add to the complexity of understanding the meaning of behavior:\n\nA single form of behavior may serve more than one function. For example, a toddler might use biting (form) for different functions (\u201cI want the toy you have.\u201d \u201cI want to play with you but don\u2019t know how to let you know.\u201d \u201cI\u2019m tired.\u201d \u201cI\u2019m frustrated because you don\u2019t understand what I am trying to tell you.\u201d \u201cI want some attention.\u201d)\n\nSeveral forms of behavior may serve one function. For example, a child\u2019s purpose (function) may be to build with their favorite blocks, but they use different forms of behavior (biting, yelling, grabbing, running away with the blocks, sharing) based on how they feel that day, who is playing in the block area, or based on their cultural expectations.\n\nThe meaning of behavior is shaped by culture, family, and the unique makeup and experiences of the individual child. For example, some cultures may express sadness by crying or by having a nonchalant facial expression. Some cultures may express happiness by laughing and being exuberant, while others may expect more restrained behaviors.\n\nSome of these functions of communication become a concern for children\u2019s safety (of the child communicating, the other children, and other people in the environment). Early childhood educators must take the time to understand a behavior\u2019s meaning so that they can help the child replace unsafe forms of communication with forms that don\u2019t hurt others or harm the environment. Pausing to try to figure out the meaning behind a child\u2019s behavior\u2014instead of just reacting to the behavior\u2014can change the way we see a child, the way we respond to a child, and the way we teach a child. Becoming a \u201cbehavior has meaning\u201d detective who is always on the lookout for the meaning of behavior will help you keep children safe.[15]<\/a> Take a look at the following example of an unsafe behavior, what it might mean, and what an educator might do to support the child.\n\n\n\n
                           \n\n \n\n \n\n <\/td>\n\n
                          \n

                          Emilia and Sarae<\/strong><\/p>\n\n<\/header>\n

                          \n\nTeacher Emilia says about a child Sarae, \"I have to watch her like a hawk or she'll run down the hall or go out the gate, down the street, and I don't know where.\u201d\n\nWhat This Might Mean<\/strong>\n\nSo, we could reframe this to: Sarae is an active child. She may naturally be a kinesthetic learner, who needs to move and shake, has extra energy.\n\nWhat the Teacher Might Do<\/strong>\n\nA teacher can give Sarae positive ways to exercise the way she loves to be. So, whether that's during choice time, that there is an opportunity for her to dance, for example. Or, there' s an obstacle course set up for her to maneuver through.\n\n \n\n[caption id=\"attachment_76\" align=\"aligncenter\" width=\"200\"]\"Help Figure 3.4 \u2013 Help keep children stay safe by figuring \u00a0out the function of their behavior\/communication. [16][\/caption]When they are outdoors, the teacher can create opportunities for structured play so that is running with an intention; such as part of a game with her peers. If it's hard to get her back inside, give her a leadership role. Maybe she's the one who has the bell that cues everybody that it's time to line up. So now she's going to make sure she finds her friends and is the one responsible for bringing the whole group together to go inside.The Potential ResultReframing the behavior and provide positive outlets will not only keep Sarae safe, but it will also communicate to her that how she feels is okay and that she's being supported, acknowledged, and encouraged.[17]<\/a><\/div>\n<\/div>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                          Taking a Closer Look at Behavior<\/h5>\nYou may also find it valuable to examine behavior much the way you would injuries and traffic patterns. Gather data about unsafe behaviors:\n\nWhen are they happening? Are there specific times of day that children are finding it more challenging to behave\/communicate in safe ways?\n\nWhere are they happening? Are there hot spots for challenging behavior? What in the environment might be the focus of the unsafe behavior\/communication?\n\nWhy they are happening? What happened before the led up to the behavior? What happened after?\n\nWho are the behaviors happening between? All children will have times where they communicate with unsafe behavior, but some children may need more adult support in certain contexts (time of day, activity, groupings of children, etc.).\n\nLook for patterns. Reflect on what can be changed in the physical environment, schedule\/routine, groupings, and supervision to help prevent children from hurting themselves or others when trying to communicate their needs.\n
                          \n

                          Biting<\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \"Pin<\/td>\nBiting is a common but upsetting behavior of toddlers. Here is some information and tips for responding to biting:\n\nWhen a child bites another child<\/strong>\n\nIntervene immediately between the child who bit and the bitten child. Stay calm don\u2019t overreact, yell or give a lengthy explanation.\n\nUse your voice and expression to show that biting is not acceptable.<\/strong>\u00a0Look into the child\u2019s eyes and say calmly but firmly, \u201cI do not like it when you bite people.\u201d For a child with more limited language, just say \u201cNo biting people.\u201d Point out how the biter\u2019s behavior affected the other person. \u201cYou hurt him and he\u2019s crying.\u201d Encourage the child who was bitten to tell the biter \u201cYou hurt me.\u201d Encourage the child who bit to help the other child by getting the ice pack, etc.\n\nOffer the bitten child comfort and first aid.<\/strong>\u00a0Wash broken skin with warm water and soap. Observe general precautions if there is bleeding. Apply an ice pack or cool cloth to help prevent swelling. If the bitten child is a guest, tell the families what happened. Suggest the bitten child be seen by a health care provider if the skin is broken or there are any signs of infection (redness or swelling).\n\n \n\nPreventing biting<\/strong>\n\nReinforce desired behavior.<\/strong>\u00a0Notice and acknowledge when you like what your child is doing, especially for showing empathy or social behavior, such as patting a crying child, offering to take turns with a toy or hugging gently. Do not label, humiliate or isolate a child who bites.\n\nDiscourage play which involves \u201cpretend\u201d biting, or seems too rough and out of control. Help the child make connections with others.\n\n \n\nWhy do children bite and what can we do?<\/strong>\n\nChildren bite for many different reasons, so in order to respond effectively, it\u2019s best to try and find out why they are biting. If a child:\n\nexperiments by biting immediately say \u201cno\u201d in a firm voice, and give him a variety of toys to touch, smell and taste and encourage sensory-motor exploration.\n\nhas teething discomfort, provide cold teething toys or safe, chewy foods.\n\nis becoming independent, provide opportunities to make age-appropriate choices and have some control (the bread or the cracker, the yellow or the blue ball), and notice and give positive attention as new self-help skills and independence develop.\n\nis using muscles in new ways, provide a variety of play materials (hard\/soft, rough\/smooth, heavy\/light) and plan for plenty of active play indoors and outdoors.\n\nIs learning to play with other children, try to guide behavior if it seems rough (take the child\u2019s hand and say, \u201cTouch Jorge gently\u2014he likes that\u201d) and reinforce prosocial behavior (such as taking turns with toys or patting a crying child).\n\nis frustrated in expressing his\/her needs and wants, state what she is trying to communicate (\u201cyou feel mad when Ari takes your truck\u201d or \u201cyou want me to pay attention to you\u201d).\n\nis threatened by new or changing situations such as a parent returning to work, a new baby, or parents\/caregivers separating, provide special nurturing and be as warm and reassuring as possible, and help him or her talk about feelings even when he or she says things like \u201cI hate my new baby.\u201d [18]<\/a>\n
                          \n
                          \n\n[1]<\/a> Biting: A Fact Sheet for Families<\/a> by the U.S. Department of Health and Human Services<\/a> is in the public domain.\n\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n
                          Safe Toys, Materials, and Equipment<\/h5>\nPlay is a natural activity for every young child. Play provides many opportunities for children to learn and grow \u2013 physically, mentally, and socially. If play is the child\u2019s work, then the toys, materials, and equipment in the environment are what will enable children to do their work well and safely.[19]<\/a>\n
                          Safe Toys<\/h5>\nProtecting children from unsafe toys is the responsibility of everyone. Careful toy selection and proper supervision of children at play are still\u2014and always will be\u2014the best ways to protect children from toy-related injuries.[20]<\/a>\n\nIt is important that educators consider both safety and durability when choosing toys for children. Toys should be constructed to withstand the uses and abuses of children in the age range for which the toy is appropriate.\n\nThe U.S. Consumer Product Safety Commission (CPSC) has safety regulations for certain toys. Manufacturers must design and manufacture their products to meet these regulations so that hazardous products are not sold (see Table 3.3).\n
                          \n

                          Table 3.3 \u2013 Mandatory Toy Safety Regulations <\/strong>[21]<\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n\n\n\n
                          Age<\/strong><\/td>\nRegulations<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          For All Ages<\/strong><\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No shock or thermal hazards in electrical toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Amount of lead paint is severely limited\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No toxic materials in or on toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All materials for children 12 and under are non-hazardous\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Latex balloons and product with balloons are labeled as choking and suffocation hazard<\/td>\n<\/tr>\n
                          Under Age 3<\/strong><\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unbreakable \u2013 will withstand use and abuse\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No small parts or pieces which become lodged in throat\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rattles large enough not to become lodged in the throat and will not separate into small pieces\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No balls with diameters 1.75 inches or less<\/td>\n<\/tr>\n
                          Ages 3-6<\/strong><\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All toys and games with small parts must be labeled to warn of the choking hazard to young children<\/td>\n<\/tr>\n
                          For 3 years and older<\/strong><\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ball and toys with balls smaller than 1.75 inches in diameter and marbles or toys with marbles must be labeled to warn of the choking hazard<\/td>\n<\/tr>\n
                          Under Age 8<\/strong><\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No electrically operated toys with heating elements\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 No sharp points or edges on toys<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nIn addition to the mandatory standards, many toy manufacturers also adhere to the toy industry\u2019s voluntary safety standards (see Table 3.4).[22]<\/a>\n
                          \n

                          Table 3.4 \u2013 Voluntary Standards for Toy Safety <\/strong>[23]<\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n\n
                          Puts age and safety labels on toys<\/td>\n<\/tr>\n
                          Puts warning labels on crib gyms advertising that they should be removed from cribs when infants can push up on hands and knees to prevent strangulation<\/td>\n<\/tr>\n
                          Makes squeeze toys and teethers large enough not to become lodged in an infant\u2019s throat<\/td>\n<\/tr>\n
                          Assures that the lid of a toy chest will stay open in any position to which it is raised and not fall unexpectedly on a child<\/td>\n<\/tr>\n
                          Limits string length on crib and playpen toys to reduce the risk of strangulation<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nToys should be chosen with care. Teachers should look for quality design and construction. Safety labels to look for include \u201cFlame retardant\/Flame resistant\u201d on fabric products and \u201cWashable\/hygienic materials\u201d on stuffed toys and dolls. Watch for the hazards listed in Table 3.5 [25]<\/a>.\n
                          \n

                          Table 3.5 \u2013 Hazards to Avoid in Toys [26]<\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n\n\n\n\n
                          Hazards<\/strong><\/td>\nDescription <\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          Sharp Edges<\/td>\nNew toys intended for children under eight years of age should be free of sharp glass and metal edges. With use, however, older toys may break, exposing cutting edges.<\/td>\n<\/tr>\n
                          Small Parts<\/td>\nThe law bans small parts in toys intended for children under three. This includes removable small eyes and noses on stuffed toys and dolls and small, removable squeakers on squeeze toys.<\/td>\n<\/tr>\n
                          Loud Noises<\/td>\nSome noise-making toys can produce sounds at noise levels that can damage hearing.<\/td>\n<\/tr>\n
                          Cords And Strings<\/td>\nToys with long strings or cords are dangerous for infants and very young children. The cords can become wrapped around an infant\u2019s neck, causing strangulation. Never hang toys with long strings, cords, loops, or ribbons in cribs or playpens where children can become entangled. Remove crib gyms from the crib when the child can pull up on hands and knees; some children have strangled when they fell across crib gyms stretched across the crib.<\/td>\n<\/tr>\n
                          Sharp Points<\/td>\nToys that have been broken may have dangerous points or prongs. Stuffed toys may have wires inside the toy which could cut or stab if exposed. A CPSC regulation prohibits sharp points in new toys and other articles intended for use by children under eight years of age.<\/td>\n<\/tr>\n
                          Propelled Objects<\/td>\nProjectiles\u2014guided missiles and similar flying toys\u2014can be turned into weapons and can injure eyes in particular. Children should never be permitted to play with hobby or sporting equipment that has sharp points.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nCheck all toys periodically for breakage and potential hazards. A damaged or dangerous toy should be thrown away or repaired immediately.\n
                          Age Appropriate Toys<\/h5>\nTeachers must keep in mind the ages of children they are choosing toys for, including their typical interests and skill levels. The manufacturer\u2019s age recommendation is a good starting place to ensure that toys are age-appropriate. Warnings such as \u201cNot recommended for children under 3\u201d should be followed.[27]<\/a> See Table 3.6 for some age-appropriate toys to consider. Please note that toys appear on the list when they become appropriate and are not repeated in later ages.\n
                          \n

                          Table 3.6 \u2013 Age Appropriate Toys <\/strong>[28]<\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n\n\n\n\n\n\n
                          Age<\/strong><\/td>\nSome Age Appropriate Toys<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          From 6 weeks to around 4 months these toys become appropriate<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple rattles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teethers\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Light, sturdy cloth toys and dolls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Squeeze toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Texture and soft squeeze balls<\/td>\n<\/tr>\n
                          Between 4 to 6 months these toys become appropriate<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Soft blocks\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keys on rings\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Interlocking plastic rings\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small hand-held manipulatives\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Toys on suction cups<\/td>\n<\/tr>\n
                          \u00adBetween 7 to 12 months these toys become appropriate<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rubber or rounded wood blocks\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Push toys (simple cars, animals on wheels, etc.)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Squeeze-squeak toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Roly-poly toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Activity boxes and cubes\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Containers with objects to empty and fill\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Transparent, chime, flutter, and action balls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Large rubber or plastic pop beads\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple nesting cups\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stacking rings\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Graspable unbreakable mirror toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple floating toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper and large crayons for scribbling\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cloth, plastic, and board books<\/td>\n<\/tr>\n
                          These toys become appropriate for 1-year-olds<\/td>\nIn addition to above\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Push toys with large handles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Toys to push on the floor\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Doll carriages and wagons\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stable ride-on toys with no pedals\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small stacking blocks\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Unit blocks\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hollow blocks\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Large plastic bricks to press together\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple puzzles (at 1, 2-3 pieces and 1\u00bd, 3-5 pieces)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pegboards with large pegs\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hidden object toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple pop-up toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple shape sorters\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pounding and hammering toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple matching toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple lock boxes and toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Large beads for stringing\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Funnels and colanders\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small sand toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dolls and simple accessories\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Rhythm instruments operated by shaking and banging\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple dress-up clothes and role-play toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Child-sized dramatic play equipment\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Picture books\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More detailed toy vehicles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Trains with simple coupling systems<\/td>\n<\/tr>\n
                          These toys become appropriate for 2-year-olds<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pull toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small, light-weight wheelbarrows\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Push toys that look like adult equipment (lawnmower, vacuum, etc.)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small tricycles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 to 5 and then 6-12 piece puzzles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Magnetic boards with shapes, animals, and people\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fit together toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Large balls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Smelling jars\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Feeling bags\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lacing cards\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Frames for buttoning, lacking, snapping, and hooking\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small boats\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Water\/sand mills\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 More realistic dolls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small hand puppets\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All rhythm instruments\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Non-toxic paints\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clay\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Markers\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Blunt-end scissors\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chalk and chalkboard\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Costumes and dress-up clothing\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Realistic dramatic play props\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Larger trucks and construction vehicles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pop-up books\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hidden picture books<\/td>\n<\/tr>\n
                          These toys become appropriate at around 3 years of age<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fit in frame puzzles up to 20 pieces\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple jigsaw puzzles\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Number boards with smaller pegs\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Frames to tie\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Large sandbox tools\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Realistic dolls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Stuffed toys with accessories\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Music box toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple sock, mitten, and finger puppets\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Toy telephone, camera, doctor kit\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cash register and equipment to play store\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Xylophone\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paintbrushes\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paste and glue\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple block printing\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple board, lotto, and card games<\/td>\n<\/tr>\n
                          These toys become appropriate around 4 years of age<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mosaic boards\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Felt boards\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Matching toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Geometrical concept toys\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sand molds\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wood-working tools\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Audio equipment<\/td>\n<\/tr>\n
                          These toys become appropriate around 5 years of age<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple weaving loom\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simple sewing kit (with a blunt-tipped needle)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper dolls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dramatic play equipment that works\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Watercolor paint\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Science materials\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Toy typewriter<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n \n\n\n\n
                          <\/td>\n\n
                          Pause to Reflect<\/header>
                          \n\n\n\n\n\n\n
                          \"\"<\/td>\nLook at these toys that might be given to children. Do you know enough about them to know whether or not they are safe? If not, what would you need to know and do to make sure they are safe? How would you determine what age of children they are safe for?<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_79\" align=\"aligncenter\" width=\"150\"]\"Beads Figure 3.5 \u2013 Toy #1 \u00a0[29][\/caption]<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_80\" align=\"aligncenter\" width=\"150\"]\"Plastic Figure 3.6 \u2013 Toy #2 \u00a0[30][\/caption]<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_81\" align=\"aligncenter\" width=\"150\"]\"Duplo Figure 3.7 \u2013 Toy #3 \u00a0[31][\/caption]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/header><\/div><\/td>\n<\/tr>\n<\/thead>\n<\/table>\n
                          <\/div>\n
                          Nontoxic Art Materials<\/span><\/div>\n<\/div>\nFederal law requires that all art materials offered for sale to consumers of all ages in the United States undergo a toxicological review of the complete formulation of each product to determine the product\u2019s potential for producing adverse chronic health effects. It also requires that the art materials be properly labeled for acute and chronic hazards, as required by the\u00a0Labeling of Hazardous Art Materials Act(LHAMA) and the\u00a0Federal Hazardous Substances Act\u00a0(FHSA), respectively.\n\nIn addition to the LHAMA requirements, art materials \u2013 such as paintbrushes and stencils \u2013 that are designed or intended primarily for children 12 years of age or younger, are also required, like all children\u2019s products, to comply with the requirements of the Consumer Product Safety Improvement Act of 2008 (CPSIA).[32]<\/a>\u00a0 Under the FHSA, most children\u2019s products that contain a hazardous substance are banned, whether the hazard is based on chronic toxicity, acute toxicity, flammability, or other hazard identified in the statute.\n\nChildren\u2019s products that meet the FHSA\u2019s definition of an art material include, but are not limited to, crayons, chalk, paint sets, colored pencils, and modeling clay. Non-toxic art and craft supplies intended for children are readily available. Read the labels and only purchase art and craft materials intended for children and that are labeled with the statement \u201cConforms to ASTM D-4236.\u201d[33]<\/a>\n\nOne such label will come from the Art and Creative Materials Institute\u2019s (ACMI) certification program. \u201cACMI-certified product seals\u2026indicate that these products have been evaluated by a qualified toxicologist and are labeled in accordance with federal and state laws\u2026 The AP (Approved Product) Seal\u00a0<\/strong>identifies art materials that are safe and that are certified in a toxicological evaluation by a medical expert to contain no materials in sufficient quantities to be toxic or injurious to humans, including children, or to cause acute or chronic health problems.\u201d[34]<\/a>\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"257\"]\"ACMI\u2019s Figure 3.8 \u2013 ACMI\u2019s AP seal means an art material is safe for children. [35][\/caption]\n\n\n\n
                          \n
                          Pause to Reflect<\/header>
                          \n\n\n\n\n\n\n\n\n
                          \n
                          \"\"<\/h5>\n<\/td>\n
                          		Look at each of the labels of art supplies. Can you find the label or seal on each? Can you find the warning on one of these materials that you would want to pay attention to if purchasing it to use with young children?\n\n <\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_84\" align=\"aligncenter\" width=\"300\"]\"Finger Figure 3.9 \u2013 Finger paint [36][\/caption]<\/td>\n<\/tr>\n
                          <\/td>\n<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_85\" align=\"aligncenter\" width=\"300\"]\"Glitter Figure 3.10 \u2013 Glitter paint [37][\/caption]<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_86\" align=\"aligncenter\" width=\"300\"]\"Jug Figure 3.11 \u2013 Jug of paint [38][\/caption]<\/td>\n<\/tr>\n
                          <\/td>\n[caption id=\"attachment_64\" align=\"aligncenter\" width=\"300\"]\"Bottle Figure 3.12 \u2013 Bottle of paint [39][\/caption][caption id=\"attachment_64\" align=\"aligncenter\" width=\"300\"]\"Crayons, Figure 3.13 \u2013 Crayons, colored pencils, and markers [40][\/caption]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/header><\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                          Safety Risks from Art Materials<\/h5>\nFor certain chemicals and exposure situations, children may be especially susceptible to the risk of injury. For example, since children are smaller than adults, children\u2019s exposures to the same amount of a chemical may result in more severe effects. Further, children\u2019s developing bodies, including their brains, nervous systems, and lungs may make them more susceptible than adults. Differences in metabolism may also affect children\u2019s responses to some chemicals.\n\nChildren\u2018s behaviors and cognitive abilities may also influence their risk. For example, children under the age of 12 are less able to remember and follow complex steps for safety procedures, and are more impulsive, making them more likely to ignore safety precautions. Children have a much higher chance of toxic exposure than adults because they are unaware of the dangers, not as concerned with cleanliness and safety precautions as adults, and are often more curious and attracted to novel smells, sights, or sounds. Children need regular and consistent reminders of safety rules, and there is no substitute for direct supervision.\n
                          Guidelines for Selecting Art and Craft Materials<\/h5>\nHere are some helpful reminders about choosing art materials for children:\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Note that even products labeled \u2018non-toxic\u2019 when used in an unintended manner can have harmful effects.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Products with cautionary\/warning labels should not be used with children under age 12.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Avoid solvents and solvent-based supplies, which include turpentine, paint thinner, shellac, and some glues, inks, and a few solvent-containing permanent markers.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Avoid products or processes that produce airborne dust that can be inhaled (including powdered tempera paint).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Avoid old supplies, unlabeled supplies, and be wary of donated supplies with cautionary\/warning labels and that do not contain the statement \u201cConforms to ASTM D4236.\u201d\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Look for products that are clearly labeled with information about intended uses.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Give special attention to students with asthma or allergies, which may elevate the students\u2019 sensitivities to fumes, dust, or products that come into contact with the skin.[41]<\/a>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gather your supplies beforehand so that you can continue to supervise their use without needing to step away.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Instruct children on safety practices before you begin (such as, modeling how to cut safely with scissors).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Do activities in well-ventilated areas.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use protective equipment (such as smocks).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Assume that anything you use should be safe enough that it won\u2019t harm children if it gets on their skin or in their mouths and\/or eyes.[42]<\/a>\n
                          Using Technology and Media Safely<\/h5>\nDevelopmentally appropriate use of technology can help young children grow and learn, especially when families and early educators play an active role. Early learners can use technology to explore new worlds, make-believe, and actively engage in fun and challenging activities. They can learn about technology and technology tools and use them to play, solve problems, and role play. But how technology is used is important to protect children\u2019s health and safety.\n
                          Technology can be a Tool for Learning<\/h5>\nWhat exactly is developmentally appropriate when it comes to technology for children? In Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8<\/em>, the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center state that \u201cappropriate experiences with technology and media allow children to control the medium and the outcome of the experience, to explore the functionality of these tools, and pretend how they might be used in real life[43]<\/a>.\u201d\n\nLisa Guernsey, author of\u00a0Screen Time: How Electronic Media\u2014From Baby Videos to Educational Software\u2014Affects Your Young Child<\/em>, also provides guidance for families and early educators. For example, instead of applying arbitrary, \u201cone-size-fits-all\u201d time limits, families and early educators should determine when and how to use various technologies based on the Three C\u2019s: the content, the context, and the needs of the individual child.\u00a0They should ask themselves the following questions:\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Content\u2014How does this help children learn, engage, express, imagine, or explore?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Context\u2014What kinds of social interactions (such as conversations with families or peers) are happening before, during, and after the use of the technology? Does it complement, and not interrupt, children\u2019s learning experiences and natural play patterns?\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The individual child\u2014What does this child need right now to enhance his or her growth and development? Is this technology an appropriate match with this child\u2019s needs, abilities, interests, and development stage?[44]<\/a>\n\nEarly childhood educators should keep in mind the developmental levels of children when using technology for early learning. That is, they first should consider what is best for healthy child development and then consider how technology can help early learners achieve learning outcomes. Technology should never be used for technology\u2019s sake. Instead, it should only be used for learning and meeting developmental objectives, which can include being used as a tool during play.\n\nWhen technology is used in early learning settings, it should be integrated into the learning program and used in rotation with other learning tools such as art materials, writing materials, play materials, and books, and should give early learners an opportunity for self-expression without replacing other classroom learning materials. There are additional considerations for educators when technology is used, such as whether a particular device will displace interactions with teachers or peers or whether a device has features that would distract from learning. Further, early educators should consider the overall use of technology throughout a child\u2019s day and week, and adhere to recommended guidelines from the Let\u2019s Move initiative, in partnership with families. Additionally, if a child has special needs, specific technology may be required to meet that child\u2019s educational and care needs. And dual language learners can use digital resources in multiple languages or translation to support both their home language and English development.\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\" Figure 3.14 \u2013 These children and their teacher in a bilingual preschool\u00a0classroom are using an app to create a \u201cstory\u201d with photos of their recent field trip. [45][\/caption]\n
                          For Infants and Toddlers<\/h5>\nResearch shows that unstructured playtime is particularly important for infants and toddlers because they learn more quickly through interactions with the real world than they do through media use and, at such a young age, they have limited periods of awake time. At this age, children require \u201chands-on exploration and social interaction with trusted caregivers to develop their cognitive, language, motor, and social-emotional skills.\u201d\n\nFor children under the age of 2, technology use in early learning settings is generally discouraged. But if determined appropriate by the IFSP team under Part C of the IDEA, children with disabilities in this age range may also use technology, for example, an assistive technology device to help them communicate with others, access and participate in different learning opportunities, or help them get their needs met.\n
                          For Preschoolers<\/h5>\nFor children ages 2-5, families and early educators need to take into account that technology may be used at home and in early learning settings. New recommendations in the AAP\u2019s 2016 Media and Young Minds Brief suggest that one hour of technology use is appropriate per day, inclusive of time spent at home and in early learning settings and across devices.[46]<\/a>\u00a0The Department of Health and Human Services supports more limited technology use in early care settings, and more information on their recommendations can be found in\u00a0Caring for Our Children: National Health and Safety Performance Standards<\/em>.[47]<\/a>\u00a0However, time is only one metric that should be considered with technology use for children in this age range. Early educators should also consider the quality of the content, the context of use, and opportunities the technology provides to strengthen or develop relationships.\n
                          For School-Aged Children<\/h5>\nFor children ages 6-8 in school settings, technology should be used as a tool for children to explore and become active creators of content. If children have more than one teacher, those teachers should be aware of how much screen time is being used across subject areas and at home. Students should learn to use technology as an integrated part of a diverse curriculum.\n
                          Active versus Passive Engagement<\/h5>\nEarly childhood educators should understand the differences between passive and active use of technology. Passive use of technology generally occurs when children are consuming content, such as watching a program on television, a computer, or a handheld device without accompanying reflection, imagination, or participation.\n\nActive use occurs when children use technologies such as computers, devices, and apps to engage in meaningful learning or storytelling experiences. Examples include sharing their experiences by documenting them with photos and stories, recording their own music, using video chatting software to communicate with loved ones, or using an app to guide playing a physical game. These types of uses are capable of deeply engaging the child, especially when an adult supports them. While actions such as swiping or pressing on devices may seem to be interactive, if the child does not intentionally learn from the experience, it is not considered to be active use. To be considered active use, the content should enable deep, cognitive processing, and allow intentional, purposeful learning at the child\u2019s developmental level.\n\n\n\n
                          <\/td>\n\n
                          \n

                          Pause to Reflect<\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \n
                          \"\"<\/h5>\n<\/td>\n
                          		Do these children look like they are using technology actively or passively? What do you need to see or know to accurately make this determination?\n\n[caption id=\"attachment_91\" align=\"aligncenter\" width=\"300\"]\"Two Figure 3.15 \u2013 Two children on a computer [48][\/caption]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                          <\/p>\n\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nEarly childhood educators also need to think of ways they can reduce the sedentary nature of most technology use. Technology can encourage and complement physical activity, such as doing yoga with a video or learning about the plants outdoors with a nature app.\n\nThe Digital Divide\n\nResearch points to a widening digital use divide, which occurs when some children have the opportunity to use technology actively while others are asked primarily to use it passively. The research showed that children from families with lower incomes are more likely to complete passive tasks in learning settings while their more affluent peers are more likely to use technology to complete active tasks.\n\n \n\nFor low-income children who may not have access to devices or the internet at home, early childhood settings provide opportunities to learn how to use these tools more actively. For example, research shows that preschool-aged children from low-income families in an urban Head Start center who received daily access to computers and were supported by an adult mentor displayed more positive attitudes toward learning, improved self-esteem and self-confidence, and increased kindergarten readiness skills than children who had computer access but did not have support from a mentor.\n

                          Co-Viewing of Technology<\/h6>\nMost research on children\u2019s media usage shows that children learn more from content when parents\/caregivers or early educators watch and interact with children, encouraging them to make real-world connections to what they are viewing both while they are viewing and afterward.\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\"Interacting Figure 3.16 \u2013 Interacting with children and technology\u00a0is the best way to make technology use effective. [49][\/caption]\nThere are many ways that adult involvement can make learning more effective for young children using technology. Adult guidance that can increase active use of more passive technology includes, but are not limited to, the following:\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Prior to the child viewing content, an adult can talk to the child about the content and suggest certain elements to watch for or pay particular attention to;\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 An adult can view the content with the child and interact with the child in the moment;\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 After a child views the content, an adult can engage the child in an activity that extends learning such as singing a song they learned while viewing the content or connecting the content to the world.\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"762\"]\"Engage, Figure 3.17 \u2013 Here are some ways adults can effectively use technology with children. [50][\/caption]\n
                          Safety Risks of Technology<\/h5>\nIn addition to the health risks of sedentary activity (in place of active play), there are concerns about privacy and security with any technology. The rights of children under 13 and technology in school are governed by federal laws, but looking at privacy policies is important.\n\nSoftware and apps may also include advertising and in-app purchasing (generally inappropriate for young children). So early childhood educators should choose software and apps that avoid advertising and in-app purchases.\n\n\n\n
                           \n\n \n\n \n\n <\/td>\n\n
                          \n

                          What is Digital Citizenship?<\/strong><\/p>\n\n<\/header>\n

                          \n\n\n\n
                          \"\"<\/td>\nIn the\u00a0Ed Tech Developer\u2019s Guide, released by the Office of Educational Technology in April 2015, digital citizenship is defined as \u201ca set of norms and practices regarding appropriate and responsible technology use\u2026 and requires a whole-community approach to thinking critically, behaving safely, and participating responsibly online.\u201d[51]<\/a>\n\nAs early learners reach an appropriate age to use technology more independently, they must be taught about cyber safety, including the need to protect and not share personal information on the internet, the goals and influence of advertisements, and the need for caution when clicking on links. These skills are particularly important for older children who may be using a parent\u2019s device unsupervised. Early childhood educators and administrators should ensure that the proper filters and firewalls are in place so children cannot access materials that are not approved for a school setting.[52]<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n<\/div>\n<\/div><\/td>\n<\/tr>\n<\/thead>\n<\/table>\nNot all technology is appropriate for young children and not every technology-based experience is good for young children\u2019s development. To ensure that technology has a positive impact, adults who use technology with children should continually update their knowledge and equip themselves to make sophisticated decisions on how to best leverage these technology tools to enhance learning and interpersonal relationships for young children.\n\nAccess to technology for children is necessary in the 21st century but not sufficient. To have beneficial effects, it must be accompanied by strong adult support.[53]<\/a>\n

                          Preventing Injuries Indoors<\/h4>\nSome injuries that early childhood educators should be aware of and intentionally act to prevent in the last chapter were presented in the previous chapter and earlier in this chapter during the discussion about safe toys and art materials. Here is some further information about injuries that are more likely to happen indoors.\n\nChoking\n\nChoking occurs when an object blocks the airway, preventing breathing.[54]<\/a> Infants have the highest rates of choking (140 per 100,000). That risk decreases as they get older and their airway increases in size, with 90% of fatal choking happening in children less than 4 years of age.[55]<\/a>\n\nReducing the Risks of Choking\n\nThe main way to prevent choking is to recognize that objects that are 1\u00bd inches or less in diameter are higher risk. [56]<\/a> Foods are the most common cause of choking. Having children sit during snacks and meals at an unhurried pace, allowing time for children to properly chew their food helps prevent choking on food. Food is safest when cut into small pieces or served in small amounts. See Table 3.7 for foods that commonly cause choking.\n
                          \n

                          Table 3.7 \u2013 Common Choking Hazards <\/strong>[57]<\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n
                          Foods<\/strong><\/td>\nOther Items<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          \u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cubed cheese\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Fruits (especially when the skin is left on)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Peanut butter\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Popcorn\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Pretzels\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Raisins\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Vegetables (especially when raw)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ice cubes\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Candy<\/td>\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Balloons\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Batteries\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Coins\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Bottle caps\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Small balls\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Office supplies\n\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\nToys, and other items that children may play with, are another common source of choking hazards. Ensuring children only have access to age-appropriate toys is an important step. See Table 3.7 for items that should be kept out of reach of young children.\n\nTeachers can use a small parts tester, a commercial product commonly known as choke tube, to test whether or not an object is a choking hazard. Recognizing and responding to choking will be addressed in Chapter 5.[58]<\/a>\n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\"Plastic Figure 3.18 \u2013 This is a small parts tester (or choke tube). If an item\/toy fits inside, it\u2019s a choking hazard. [59][\/caption]\n

                          Poisoning<\/p>\nThere are many hazards that put children at risk for accidental poisoning, both indoors and outdoors. Poisoning can occur at any time a harmful substance is intentionally or unintentionally ingested. Poisons come in many forms including plants, cleaning supplies, spoiled food, and medications. Children, who are naturally curious and like to explore, are in particular at risk for poisoning.\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\"Locked Figure 3.19 \u2013Lock up harmful substances in cabinets that are out-of-reach of children to prevent poisoning. [60][\/caption]Guidelines to Prevent Poisoning<\/span>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep all cleaning supplies and chemicals locked.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All medications should be kept in a locked storage area, out of reach.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check medications periodically for expiration dates and properly dispose of expired medications. Some medications become toxic when they are past their expiration date.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Do not tell children that medication is \u201ccandy\u201d as this makes it look more attractive to them.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure all medications and chemicals are properly labeled. Childproof caps should be on medicine bottles.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Use safe food practices. (see Chapter 15)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Never use cans that have bulges or deep dents in them.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep poisonous plants out of reach of children and pets. (see Table 3.8)\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep the number for Poison Control near a telephone.[61]<\/a>\n\n\n\n
                           \n\n <\/td>\nPoison Control<\/strong>\n\n1-800-222-1222<\/td>\n<\/tr>\n<\/thead>\n<\/table>\n \n
                          \n
                          \n

                          Table 3.8 Poisonous Plants <\/strong>[62]<\/strong><\/a><\/p>\n\n<\/header>\n

                          \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
                          Common Name<\/strong><\/td>\nBotanical Name<\/strong><\/td>\n<\/tr>\n<\/thead>\n
                          Azalea, rhododendron<\/td>\nRhododendron<\/em><\/td>\n<\/tr>\n
                          Caladium<\/td>\nCaladium<\/em><\/td>\n<\/tr>\n
                          Castor bean<\/td>\nRicinis communis<\/em><\/td>\n<\/tr>\n
                          Daffodil<\/td>\nNarcissus<\/em><\/td>\n<\/tr>\n
                          Deadly nightshade<\/td>\nAtropa belladonna<\/em><\/td>\n<\/tr>\n
                          Dumbcane<\/td>\nDieffenbachia<\/em><\/td>\n<\/tr>\n
                          Elephant Ear<\/td>\nColocasia esculenta<\/em><\/td>\n<\/tr>\n
                          Foxglove<\/td>\nDigitalis purpurea<\/em><\/td>\n<\/tr>\n
                          Fruit pits and seeds<\/td>\ncontain cyanogenic glycosides<\/em><\/td>\n<\/tr>\n
                          Holly<\/td>\nIlex<\/em><\/td>\n<\/tr>\n
                          Iris<\/td>\nIris<\/em><\/td>\n<\/tr>\n
                          Jerusalem cherry<\/td>\nSolanum pseudocapsicum<\/em><\/td>\n<\/tr>\n
                          Jimson weed<\/td>\nDatura stramonium<\/em><\/td>\n<\/tr>\n
                          Lantana<\/td>\nLantana camara<\/em><\/td>\n<\/tr>\n
                          Lily-of-the-valley<\/td>\nConvalleria majalis<\/em><\/td>\n<\/tr>\n
                          Mayapple<\/td>\nPodophyllum peltatum<\/em><\/td>\n<\/tr>\n
                          Mistletoe<\/td>\nViscum album<\/em><\/td>\n<\/tr>\n
                          Morning glory<\/td>\nIpomoea<\/em><\/td>\n<\/tr>\n
                          Mountain laurel<\/td>\nKalmia iatifolia<\/em><\/td>\n<\/tr>\n
                          Nightshade<\/td>\nSalanum spp.<\/em><\/td>\n<\/tr>\n
                          Oleander<\/td>\nNerium oleander<\/em><\/td>\n<\/tr>\n
                          Peace lily<\/td>\nSpathiphyllum<\/em><\/td>\n<\/tr>\n
                          Philodendron<\/td>\nPhilodendron<\/em><\/td>\n<\/tr>\n
                          Pokeweed<\/td>\nPhytolacca americana<\/em><\/td>\n<\/tr>\n
                          Pothos<\/td>\nEpipremnum aureum<\/em><\/td>\n<\/tr>\n
                          Yew<\/td>\nTaxus<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\nBurns\n\nEvery day, over 300 children ages 0 to 19 are treated in emergency rooms for burn-related injuries and two children die as a result of being burned.\n\nYounger children are more likely to sustain injuries from scald burns that are caused by hot liquids or steam, while older children are more likely to sustain injuries from flame burns that are caused by direct contact with fire. [63]<\/a>\n
                          Causes of Burns<\/h6>\nBurns can be caused by dry or wet heat, chemicals, or electricity (both indoors and outdoors).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Burns from dry heat can occur from fire, irons, hairdryers, curling irons, and stoves (American Institute for Preventive Medicine, 2012; Leahy, Fuzy & Grafe, 2013).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Burns from wet or moist heat occur from hot liquids, such as hot water or steam (American Institute for Preventive Medicine; Leahy, Fuzy & Grafe). These types of burns are called scalds. Scalds can occur within seconds and cause serious injury.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Chemical burns occur from chemical sources and can also cause serious burns when exposed to skin, or if swallowed, whether intentionally or unintentionally.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Electrical burns can cause very serious injury as they can burn both the outside and inside of the person\u2019s body, causing injury that cannot be seen, and which can be life-threatening.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Radiation burns can also occur from sources of radiation such as sunlight (American Institute for Preventive Medicine).[64]<\/a>\n\nTypes of Burns\n\nBurns are divided into first, second, and third degree burns.\n\nFirst degree burns affect only the outer layer of the skin (epidermis). These types of burns are the least serious as they are only on the surface of the skin. First degree burns usually appear red, dry, and slightly swollen (MedlinePlus, 2014). Blisters do not occur with this type of burn. They should heal within a couple of days (American Institute for Preventive Medicine, 2012). A first degree burn is pictured in the bottom left of Figure 3.20.\n\nSecond degree burns affect the top layer of the skin and the second layer of skin underneath (dermis). These are more serious than first degree burns. The skin may appear very swollen, red, moist, (MedlinePlus, 2014) and may have blisters or look watery and weepy (American Institute for Preventive Medicine, 2012). A second degree burn is pictured in the bottom middle of Figure 3.20.\n\nThird degree burns are the most serious burn. A third degree burn affects all layers of the skin and may affect the organs below the surface of the skin. The skin may appear white or black and charred (MedlinePlus, 2014). The person may deny pain because the nerve endings in their skin have been burned away (American Institute for Preventive Medicine, 2012). Third degree burns require immediate medical treatment. If teachers suspect a child has a third degree burn, they should immediately call 911. A third degree burn is pictured in the bottom right of Figure 3.20.[65]<\/a>\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\"This Figure 3.20 \u2013 This image shows first, second, and third degree burns. [66][\/caption]\n

                          Chemical burns can occur anytime a liquid or powder chemical comes into contact with skin or mucous membranes that line the eyes, nose, or throat. Chemical burns may also occur if a chemical is swallowed. These burns can cause serious injury and emergency services should be contacted. If a person receives a chemical burn, the chemical should be removed from the skin by using a gloved hand to brush it off and then wash the area with plenty of cool water. Electrical burns can occur if a person has been using an electrical appliance and is exposed to water or if an electrical short occurs while using the electrical appliance. Using faulty or frayed cords on electrical appliances can result in electrical burns. Electrical burns are a serious injury. Emergency medical services (EMS) should be immediately activated.<\/p>\nNever use oils such as butter or vegetable oil on any type of burn as this can cause further injury. For first or second degree burns flush the area with plenty of cool (not ice cold) water for about 15 minutes or until the pain decreases and cover with a clean, dry bandage. Using ice or ice-cold water can cause frostbite (American Institute for Preventive Medicine, 2012). For major burns remove any clothing that is not stuck to the skin, cover the burned area with a dry, clean cloth, and seek emergency assistance. [67]<\/a>\n\nGuidelines to Prevent Burns\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Install and regularly test smoke alarms.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Practice fire drills. [68]<\/a>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Train staff to use fire extinguishers.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teach children to stop, drop, and roll.[69]<\/a>\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Never allow children to use electrical appliances unsupervised.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Never use electrical appliances near water sources.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Never use electrical appliances in which the cord appears to be damaged or frayed.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Never pull a plug from the cord. Always remove a cord from an outlet by holding the base of the plug.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cover electrical outlets with childproof plugs. Never allow children to put anything inside an electrical outlet.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Ensure stoves and other appliances are turned off when finished with them.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Turn pot handles inward so that a person cannot accidentally bump a handle and spill hot liquids.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Do not use space heaters and other personal heaters.\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Check to be sure the hot water heater is not set too high. To avoid scalds from hot tap water, hot water heaters should be set to 120 degrees or less (MedlinePlus, 2014).\n\n\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Keep chemicals, cleaning solutions, and matches and lighters securely locked and out of reach of children.[70]<\/a>\n

                          Safe Sleeping<\/h5>\nSudden Infant Death Syndrome (SIDS) is identified when the death of a healthy infant occurs suddenly and unexpectedly, and medical and forensic investigation findings (including an autopsy) are inconclusive. SIDS is the leading cause of death in infants 1 to 12 months old, and approximately 1,500 infants died of SIDS in 2013 (CDC, 2015). Because SIDS is diagnosed when no other cause of death can be determined, possible causes of SIDS are regularly researched. One leading hypothesis suggests that infants who die from SIDS have abnormalities in the area of the brainstem responsible for regulating breathing (Weekes-Shackelford & Shackelford, 2005).[71]<\/a>\n\nThis is a very important topic for early childhood educators as one study found that while data suggests that only 7% of incidents of SIDS should occur while children are in child care, 20.4% actually did.[72]<\/a>\n\n \n\n[caption id=\"attachment_75\" align=\"aligncenter\" width=\"300\"]\"baby Figure 3.21\u2013 A baby sleeping safely. [73][\/caption]\n
                          Risk Factors for SIDS<\/h6>\nBabies are at higher risk for SIDS if they:\n