Table of Contents
This is a beginning.
Evaluation of Safety
Washing one’s hands
Food Preparation/Eating/Sanitation
Outdoor Equipment
Developmental Assessment of Children
Erik Erikson’s theory of psychological growth and development across the lifespan
Jean Piaget’s idea of cognitive growth
To sum up,
An opening
The life of a younger child is dependent on education. These children are rapidly learning new skills and concepts every day. Preschoolers love learning in the classroom because it provides stimulation and support. The classroom must consider the different developmental levels of the students in order to be a learning environment. Safety must also be considered. These issues will be examined using a variety of developmental theories and the California Childcare Health Program Health and Safety Checklist. This paper does not contain the real names of any students.
Safety Assessment Using the CCHP Health and Safety Checklist, a safety assessment was conducted for a typical preschool classroom. For assessment, three safety standards were chosen. These categories include handwashing, food preparation/eating/sanitation, and outdoor equipment. These categories are going to be evaluated and discussed. Handwashing Handwashing is a vital part of disease and infection control. Wilson and Hockenberry argue that hand hygiene should be a priority in health care facilities to reduce transmission of infectious diseases. Hand hygiene is an integral part of classroom life. Children can easily spread germs by touching, playing and touching all kinds of surfaces and objects. Some areas of hand hygiene were good, but others weren’t. The CCHP Health and Safety Checklist contains a range handwashing information, including staff hand washing, resources, and handwashing tips for children. The handwashing procedure was posted in the area near the sinks. But, no detailed instructions were provided. The sinks had enough water for children. In addition, staff members were seen washing their hands before cooking. Some children did not wash their hands after going to the toilet. Concerning breakfast, around 8 out the 12 children were observed washing up before eating. 6 of those 8 were correct. Only 6 children out of 12 were observed washing dishes after breakfast. All the others washed their fingers correctly. Hand hygiene is a must in any setting that has multiple children.
Van Beek and Tomer, Richardus and Voeten note that children who are enrolled in day care centers are more susceptible to developing gastrointestinal and respiratory infections than those who do not attend. These infections can be decreased if there are guidelines for teachers and children on handwashing. It will also improve the overall health of the school and facility. Children who are healthy can learn, participate and complete their education.
Food Preparation/Eating/Sanitation In this particular classroom and facility, the children are able to eat three meals per day, depending on when they arrive or leave the facility. Proper food prep is important for food safety and quality. It is possible to get serious illness from food that has been contaminated, expired, and undercooked. The CCHP Health and Safety Checklist examines many aspects of food preparation and eating. These include food preparation areas and regulation for perishable items, as well as sanitation in the eating and preparation areas. All perishables were not kept in a refrigerator more than one hour.
The kitchen is a separate area in the facility where food preparation takes place. Floors, table tops and countertops are cleaned after each meal. You can use the tables for eating as play surfaces. If they aren’t cleaned up properly, it could be dangerous. The school did not post a menu listing the foods that were served. Children should be taught how to properly prepare and clean up after eating. Fraser, Chapman, Chen, and Wohlgenant all point out that child care environments can be reservoirs of pathogens that have come in contact with the child through foodborne routes. To prevent these diseases, strict standards must be established and maintained in education and child care facilities.
Outdoor Equipment Equipment is a great way for children to get outside and exercise. It can, however, pose a danger for injury if it is not used properly. Hockenberry, Wilson and others note that injuries are the leading cause for disability and death in children in America (2015). Although they can happen in many settings, such injuries are usually minor. The CCHP Health and Safety Checklist explains how to protect outdoor equipment and play areas, such as supervision, enclosure and shock-absorbing surface.
The children were watched by staff who were always present in the outdoors areas. They had multiple exits and a fence around the perimeter that was unlikely to be broken by the children. The playground surface was composed of shock-absorbing woodenchips. It extended about 6 feet beyond equipment. Stability is assured. The equipment does not sway or tip over when shaken. The area is clean and free of sharp objects and litter. It is important to regulate outdoor equipment and monitor its use to avoid injuries to children. Gyllencreutz and Rolfsman warn that children can be encouraged to engage in risky activities in outdoor settings. Children can hide the dangers in outdoor settings that could pose a threat to their safety.
Hidden risks can be avoided by keeping children safe in the outdoors and with equipment. Children can enjoy their outdoor space without fear and can explore it freely. Children should always be careful when using outdoor equipment or engaging in outside activities. This will prevent them from getting hurt and potentially causing serious injury.
Developmental Assessment of Children. This assessment was done in addition to a safety evaluation. These children can be referred to as two developmental theories. First, Erikson’s theory for psychosocial and second, Piaget’s Theory of Cognitive Development. These theories allow children to be evaluated for developmental progress and delay relative to their age.
Erikson’s Theory of Psychosocial Development Erikson believes that children learn how to resolve conflict as they go through life. Problems may arise if conflicts don’t get resolved. Dunkel and Harbke acknowledge that the theory is old but it continues to advance, particularly with respect to its concepts about ego identity (generativity) and. This theory is good because it is flexible and can be applied to many different situations and generations. Hockenberry & Wilson state that preschoolers’ main psychosocial task is to learn to take initiative (2015). They must choose between guilt and initiative. Children learn to be independent and take charge of their surroundings. Children feel fulfilled and happy when they do their best, but they feel guilty for not following their limits.
This group includes most students in the classroom. The classroom was characterized by the conflict of guilt and initiative. Each station has a limit to the number of children allowed. The teacher advised a group that was too large to be allowed in one station that they would not allow them to play in the area. It is possible that their initial sense of initiative turned into guilt.
Piaget’s Theory of Cognitive Development Piaget’s Theory of Cognitive Development aims at understanding how children learn intelligence as they grow older. It examines how children learn and think. Wilson and Hockenberry point out that the main goal of preschool is for the child to be ready for school and scholastic education (2015). Preoperational is the age range for preschool-aged children, and it spans between ages 2-7. Their thinking patterns include a lot more magical thinking. This is because their thoughts are powerful and can cause anything to happen. The child also begins to be able to think from other perspectives. The preschool child still believes everyone thinks the same as them, and that a short explanation is all that is necessary (2015). This stage may make it difficult for children to differentiate reality from fantasy. Maftei & Mairean found that children who are older have greater abilities to recognize the difference between reality and fantasy in their study of fiction versus real. The child gets better at recognizing the difference between real and fake as they get older.
This stage can accommodate all children who were observed in the classroom. Multiple instances were witnessed where children jumped up and said things that were not obvious to everyone. One little girl became angry when no one wished her happy birthday, even though it wasn’t her birthday. She believed that because everyone knew her birthday, it was theirs.
The experience gained from the preschool classroom offers a valuable insight into the lives of children. The safety of several areas within the classroom can be assessed and a strategy developed to implement changes in those areas. This will improve safety for both the children as well as the staff. It is possible to tailor teaching strategies to these children’s learning styles and abilities so that education is effective. To ensure that each child can learn at his or her own pace, it’s important to recognize the differences in developmental levels within the classroom. At this stage of a child’s development, it is important that they are able to learn basic health promotion skills such as handwashing and the importance outdoor play. This is the age when education is an integral part.
