This essay will discuss three factors that promote health and safety in early childhood centres. The three factors to be discussed are safe environment, child protection and hygienic and clean environment. It will then further explain in detail what role an early childhood teacher plays in promoting and implementing these in teaching practices.
A safe environment defines the quality provided in an early childhood centre. This essentially reflects on the way children learn and develop, the significance of providing a safe environment is to foster children’s learning. Teachers are responsible for creating an environment where children are able to participate in various activities, playing with educational toys and equipment that safely encourage children’s learning (Rouse and Tarrant, 2001). Children should be able to safely explore and gain stimulation from their surroundings; this should be present both indoors and outdoors (Education Review Office, 2007). Teachers can ensure the safety of children by analysing the environment before activities making sure children have a spacious area for play considering factors that might make potential hazards such as furniture, equipment and traffic flow and making it safe for children by rearranging during play activities (Marotz, 2012) It is almost impossible to create a safe environment especially when unexpected natural disasters arise such as earthquakes, fires and tsunamis; therefore it is the teacher’s role to regularly have rules and emergency plans in check. Role-playing these basic scenarios and teaching children about basic fire drills like stop, drop, and roll and what to do in case of an earth quake; drop, cover and hold, equip children with knowledge and prepares them in case o...
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...o so by following the centres policies and regulations and implementing it through teaching practices.
Works Cited
Community and Public Health. (n.d.). Retrieved April 6, 2014 from http://www.cph.co.nz/About-Us/Education-Settings/Early-Childhood-Education.asp
Education Review Office. (2007). Early Childhood Education: A Guide for Parents.
Megginson, L. Hygiene Basics for kids. (n.d.). Retrieved April 8, 2014 from http://www.parents.com/toddlers-preschoolers/development/social/hygiene-basics-for-kids/?page=1
Marotz, L. R. (2012). Health, Safety, and nutrition for the young child. Belmont, CA: Wadsworth, Cengage Learning.
Promoting Children’s Safety. (n.d.). Retrieved April 6, 2014 from http://www.g-w.com/pdf/sampchap/9781605254364_ch11.pdf
Rouse, J., & Tarrant, L. (2001). Quality in early childhood education. Wellington, New Zealand: Early Childhood development.
I am a firm believer that the quality of the child care directly affects the child’s development in the classroom. By eliminating the need for competing preschools to continue to improve their curriculum and to remain relevant in the field of early childhood education, we risk falling into the same trap K-12 education has fallen into. In other words, individual classroom freedom will be lost when teachers are forced to follow the governments blanket and mandatory regulations. I choose this concept because I feel it is important to allow a wide variety of options to families in order for them the find the right fit for their
In conclusion, the author has given a common issue in our society, which is safety for children. Although the debate tends to replace all traditional equipment on children's playgrounds, it still causes us to think more about how to develop children in the perfect way. Do we need to keep children too safe? And this point is the success of the writer because his article is viable and very comprehensive to the intended audience, providing balance as well. By expressing the opposing ideas of two sides in the argument, the readers actually have the chance to give their own
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Whitney, E., DeBruyne, L. K., Pinna, K., & Rolfes, S. R. (2007). Nutrition through the Life Span: Childhood and Adolescence . Nutrition for health and health care (3rd ed., pp. 301-329). Belmount: Thomson/Wadsworth.
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
Having a safe and healthy childcare setting is one of the most important duties in a daycare. Educators practising good healthy procedures is a good way for children to learn about healthy choices as educators are, good role models.
To compare against the educators’ childhood experiences, the world of children today turns to have less opportunities to free play with risks (Early Childhood Australia, 2013). Risk is generally viewed from two domains: positive for children development and negative for children’s physical health (Early Childhood Australia, 2013). Educators’ thoughtfully plan activities and environments in the centres can facilitate children to achieve the outcomes of the EYLF effectively. According to XXX, she suggests that educators can discuss risks with children, the potential risks of the activities and the risky play (Dwyer, 2016) for the purpose of building children’s senses of
Sorte, J., Daeschel, I., Amador, C. (2011). Nutrition, Health, and Safety for Young Children. (Ashford University ed.). Upper Saddle River, NJ: Pearson Education, Inc.
From the perspective I have at this stage in my journey in the early childhood education field, I would like to share what I have come to value and believe in regards to early learning and care by looking at my philosophy statement. To begin we will look at the statement and highlight three key features and find out why they are important to me, then we will see what they will look like in my practice, and lastly we will examine these ideas closely by looking at where they originated. By taking an in-depth look at my philosophy statement we will better understand the motivation behind my practice which I hope to continue to refine and refresh as I gain more knowledge and experience.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
It is important that children and young people in a nursery, school, or college setting are protected from harm. It is the adults within the setting responsibility to ensure their welfare. They have a duty of care whilst children are at the setting. All staff and volunteers must be checked for suitability to work with children ( Criminal Records Bureau) before being allowed to work with in the school. By understanding and complying with policies and procedures and being trained in safeguarding and child protection staff can protect children from all types of harm. It also protects adults from allegations of harm or abuse if they comply with policy and procedure. Parents have reassurance that staff are trained and following procedure while their
Additionally, a high quality early childhood program highlights on developmentally appropriate curriculum. I believe an early childhood classroom should be flexible, stimulating, clean, safe and organized. It should be a place where students can be engaged in learning through interacting with things around them.
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
Ministry of Education. (1998). Quality in action te mahi whai hua: Implement the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, New Zealand: Learning Media.