Unit Two Creating a Safe and Healthful Environment 220 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 pre- school 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?