283 2 3 Chapter 11 Promoting Children’s Safety
they must tell a trusted friend or
relative about the attack. Role-play
this process with the children.
Give them phrases to use if they
fi nd themselves in trouble. The fi
following are examples:
★ If someone tries to give you a
wet kiss, shake hands instead.
★ If someone tries to get you to sit
on his or her lap and you do not
want to, say “No, not now.”
★ If someone wants to give you a
hug and you do not want it, say
“No thanks.”
★ If someone tries to touch your
genitals, say “Stop. That is not
okay.”
★ If someone rubs or pats your
bottom, say “Do not do that.”
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.
A A As mandated reporters, child care staff are
required e by law to report suspected cases of
a ab use or neglect.
A
r e
a
11-10