Unit Two Creating a Safe and Healthful Environment
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Copyright Goodheart-Willcox Co., Inc.
Children may have trouble identifying sexual
abuse. This is especially true with people they
know. To combat this problem, explain to the
children the difference between good touch and
bad touch. A bad touch is any of the following:
a touch the child does not want or like, a touch
that hurts or makes the child uncomfortable,
a secret touch, or any touch to a child’s private
parts (genitals). A good touch is wanted
and appropriate. It does not make the child
uncomfortable.
Suggest various scenarios and ask the children
whether these are good or bad touches. In the
classroom, encourage children to tell the other
person when they do not want to be touched or
do not like how a touch feels. Help them put these
feelings in words. Intervene if a child persists with
a touch after being asked to stop.
Children also need to learn how and who to
tell if someone assaults them. Use puppets, charts,
movies, or other materials to teach children this
lesson.
Helping Families
Early childhood teachers are in a position to
help families. Daily face-to-face contacts provide
opportunities for recognizing families in crisis.
Teachers can share parenting information on
child development and management of behavior
problems. They can also guide them in seeking
community programs and services. These may
include
• parenting classes
• self-help or support groups
• fi nancial planning
• family counseling
• help lines
• preventive health care programs for
children
• nutrition for healthy living
Promoting Resiliency
Neglect and abuse causes children to feel
vulnerable. Teachers can play an important role
in helping children become resilient. The children
benefi t from developing a secure relationship
with a trusting and supportive teacher. Knowing
that someone cares can help them develop faith
in themselves. They also learn that they are
important. Over time, resiliency can be fostered
when the teacher provides
• consistency and predictability
• developmentally appropriate limits
• responsive and stimulating care
• encouragement for persisting and
exploring new opportunities
• positive expectations
• problem-solving skills
• praise for efforts and accomplishments
• verbal expressions of caring
• labels for feelings
Liability
By law, young children are not expected to care
for themselves. This is the primary role of the staff
at the center. The staff must ensure the children’s
safety and health. Education is a secondary function.
Center directors are liable for the acts of their
employees. Liable means having a responsibility
that is upheld by the law. Having liability means
you can be punished for failing to uphold your
legal responsibility. The extent of liability may
vary, however. As a result, only individuals who
are safety- and health-conscious should be hired
(Figure 11.12). The director needs to observe newly
hired people to ensure they use good supervision
techniques.
Workplace Connections Workplace Connections
Interview the director of a child care center
or preschool to discover what type of liability
insurance coverage is needed for programs for
children.
1. What are the insurance limits for accidents,
injuries, and other harm to children?
2. Do the individual teachers and aides need to
have their own liability coverage? If so, how
much does yearly insurance coverage cost?