I have made these precautions because if not followed it could cause a child being hit by a car. When reaching the park, Staff can potentially come across lots of litter. Staff could avoid these risks and hazards by ensuring all children are aware of the dangers, giving them instructions on not to pick up anything of the floor. Staff should also try to brief the children about the dangers involved if they were to pick up things from the floor e.g. Needles from drug users, sharp objects such as glass and also dog pooh.
This doesn't happen very happen and each case varies on how critical and important the case was. If the case was that the children were coming to harm on a regular basis then social services would seek to remove the child/children, but they usually give help and advice to the parents to stop any harm coming to the child/children. Wider forms of safeguarding are as follows:- Risk assessments providing safe environments inside and outside the school setting. Procedures and legislation health and safety, fire drills, register, etc. keeping training up-to-date in safeguarding issues.
Children who are immunized are less likely to catch any of the diseases that may be going around in the community. Many parents feel that vaccinations lead to things such as autisms and other disabilities, such as Attention Deficit Hyperactivity Disorder (ADHD). In many cases, this is why parents choose not to vaccinate their
Such as, if a child needs additional support from other professionals, you would help this child by contacting the certain professionals, if you suspect a child to be in a situation that risks their safety, an adult has disclosed information that may raise concerns over their ability to carry out daily duties in the setting. 4. Always seek advice from the manager. This is very important because if someone has asked you to keep something confidential in the workplace and you are worried about the information you have been given, you should always do this in an area where nobody can overhear what you are saying. It’s better to seek advice verbally rather than using communication such as email, which other people could access.
Understanding the stage of development a child is at and their individual needs can help you to provide the right amount of risk in activities, for example children under the age of 8 cannot safely judge the speed or distance of a car on the road, so a child under the age of 8 should never be allowed to cross the road alone. 3.2 Children learn by trying out new experiences and making choices. But they do not have the skills and judgement always to make safe choices. Carers have the responsibility to identify potential hazards in any situation and to judge when it is safe to allow a child to undertake an activity or make a choice. Some children need this freedom to explore risk even more than others.
When buying a toy, you should also be cautious of the fact that it might have strings or cords. According to (Hobart, Frankel, 2009, 30): ‘Anything with strings should not be near the baby as, if the string becomes wrapped around the neck or other parts of the body, the blood supply could be cut off, or the child could be hanged’. When buying paint, playdough or crayons for children, it is essential that they are non-toxic. It they were digested, there would be signs such as: • trouble breathing, crying or talking • coughing that does not clear the airways • wheezing or noisy breathing • trouble swallowing • drooling or bringing up saliva • loss of consciousness. Supervision is important even with non-toxic materials.
MU 2.4 4.1 IDENTIFY THE SIGNS AND SYMPTOMS WHICH MAY INDICATE THAT A CHILD OR YOUNG PERSON IS INJURED OR UNWELL RECOGNISING ILLNESS OR INJURY IN CHILDREN When working with children it is important to be alert for changes in the behaviour, mood or appearance of a child. There are times when changes can be a sign or symptom of underlying issues. Children who are very young are not able to explain how they feel or what is hurting them, so a worker needs to be aware of the different signals that can highlight different problems that may not be obvious to parents before leaving their children at the nursery/school. A good number of signals can point to various things and a worker must not jump to conclusions, for example if a child
Reflective Account for Health and Safety When I was in the playground I saw a box of toys at the edge of a shelf, I quickly went over and removed it from there because it was a hazard for the children passing by as it could’ve dropped down on them. When I go to P.E I make sure there is enough safety mats out for apparatus being used. I have not had to report any concerns about safety equipment but in P.E we have safety mats and if I feel they were damaged I would tell the teacher and also report to the caretaker who will dispose of it and replace it. I was helping year 2 make old treasure maps and to make the paper look old we used teabags to stain the paper, they also had a choice of making holes or scrunching the paper. I made
The parent could try in their older years but the note would probably never reach the teacher. This is because the student has better chance of understanding the letter and will try not to get the message t o the teacher with the usual “I forgot.” or “My dog ate it.” Which everyone knows no one in their right mind would go for that one. Finally, the agenda can be used for the
More importantly, parents should consider three main factors: cell phones aren’t toys, they are a distraction, and they must be used properly. First of all, cell phones aren’t toys, and to child ten years or younger view most of their possessions as toys. Toys get dropped, tossed, and lost. Secondly, the phone is mobile so it becomes a constant companion to your child which adds a new level of distraction to most activities. When eating dinner, doing homework, and even playing with their friends, a child will stop to answer a call or text message, young children don’t need any additional distractions in an already fast-paced, techno-crazed society.