Injury prevention for teachers -
Research shows there are some things that may put you at more risk of developing OA in certain joints, such as:. Many students will fall into one of the risk categories. Engaging in activities that help them to protect their joints and bones is time well spent. First, do no HARM — the acronym for not making an injury worse!
Any injury can be made worse by doing them HARM - especially during the 48 hours after it has occurred. H EAT including saunas and spas increases bleeding and swelling through blood vessel vasodilation. A LCOHOL increases bleeding and swelling as it is a vasodilator. R UNNING or exercising too soon may hinder the healing process, not allowing the injury to heal.
M ASSAGE or enthusiastic stretching increases bleeding and delays healing. Insist on having a good step ladder in the office or classroom. Always use it. Use a trolley for transporting large or heavy items Wear shoes with non-slip soles Ask for assistance when moving furniture or ask for a removalist to assist Be a model of safety as an example for your students Drive home safely.
Graphic Overviews These will be updated as Australian Curriculum learning areas are approved. Year 3 Injury management graphic organise on A3 Year 5 Injury management graphic organiser on A3 Year 6 Injury management graphic organiser on A3 Year 7 Injury management graphic organiser on A3.
The activities below drill the vocabulary that are contained in the Revision Sheets injury prevention and management section. Students Revision Sheets. Years Injury Find-a-Word 4 directions Years Injury Find-a-Word 8 directions Years Injury Find-a-Word 2 directions Years Injury Circle find-a-word puzzle Years Injury Circle find-a-word puzzle Years Injury Circle find-a-word puzzle Years Injury Find-a-Word 8 directions Years Injury Find-a-Word 4 directions Years Injury Find-a-Word 2 directions Years Revision Sheet 2 Injury Word Match Years Injury Circle find-a-word puzzle.
Year 9 Joints Toia worksheetdocx. The Australian Curriculum has spurred the development of these resources. This is a subscription service through which various organisations have a licence that enables them to offer the resources free to teachers.
Emphasize the importance of injury prevention and establishing safe conditions and environments with our collection of safety resources. Lesson Plan. Curated OER. For Teachers 11th - 12th. Demonstrate an ability to make informed choices about the prevention of injury with your class and others.
Through class discussion, observational studies, simulation, and the creation of a handbook, high schoolers will understand the Get Free Access See Review.
For Students Pre-K - 2nd Standards. Fire safety is a hot topic for kids! With this resource, little ones will read, color, draw, and play as they are learning about prevention and, as an added bonus, practice naming shapes, counting, and adding numbers!
Reading, math, and Nemours KidsHealth. For Teachers 6th - 8th Standards. Sports safety is the focus of two activities. Scholars read an article concerning sports safety then complete a handout that challenges them to list sports injuries and ways to prevent them.
After reading the second set of articles, a Unit Plan. Florida Department of Health. For Teachers 9th - 12th. Bystander or upstander and advocate? Three lessons have high schoolers investigating data about bullying and school safety. Participants then learn how to take a stand against bullying and use what they have learned to create a PSA to For Teachers 3rd.
Third graders identify methods for preventing common injuries. In this injury prevention lesson plan, 3rd graders first study cartoons of injuries occurring, then write down their thoughts on these images. Next, the teacher shares many Centers for Disease Control and Prevention.
Chances are, many of the teens in your class have jobs or want to have jobs in the near future. Educate them about the hazards and emergencies that could occur in various workplaces with a set of lessons published by the National Young scholars apply established safety rules and guidelines to maintain a safe working environment.
They survey safety hazards that may occur and take precautions in preventing injuries or accidents from happening by creating and For Teachers 4th - 8th. What is an actual emergency situation and what should you do to prepare for it? Learners will identify a variety of emergency situations and the appropriate way to address first aid concerns to minimize injuries.
In the next two chapters, we will examine creating safe environments indoors and outdoors that specifically reduce the risks of injuries, including those introduced in Table 2. Early care and education programs have an obligation to ensure that children in their care are in healthy and safe environments and that policies and procedures that protect children are in place.
Using a screening tool, programs can identify where they need to make changes and improvements to ensure children are healthy and safe while in their care.
Programs must become familiar with the hazards to children that are specific to their population and location. Considerations for this plan include the type of early education program, ages of the children served, surrounding community, and family environments.
If any hazards are found upon screening, programs can make modifications to remove hazards or use safety devices to protect children from hazards. Care should be taken to ensure that the modifications include children with disabilities and special needs.
Teachers can use role-modeling and communication to teach children how to respond to situations, including emergencies, that put their safety at risk.
Early childhood programs must continue to monitor for safety. This includes regular screening for safety and analysis of data surrounding injuries.
Teachers must continuously monitor for conditions that may lead to children being injured and examine both the behaviors of children and adults in the environment. When a child is injured, it is important to document the injury. This documentation is provided to families, typically in the form of an injury or incident report.
These should document:. One such process to do this is hazard mapping, which is an approach to prevent injuries by studying patterns of incidents. Step Two — Identify Systems and Services that Need to be Strengthened.
The earlier children learn about safety, the more naturally they will develop the attitudes and respect that lead to lifelong patterns of safe behavior. Safety education involves teaching safe actions while helping children understand the possible consequences of unsafe behavior.
Preschoolers learn through routines and daily practice and by engaging in language scripts and following simple rules. These scripts and rules may be communicated through voice, pictures, or signs. Children learn concepts and develop skills through repetition, then build upon these as concepts and skills become more complex.
Preschoolers need help to recognize that safe play may prevent injury. Teachers can promote independence and decision-making skills as children learn safe behaviors.
Teachers can explain that children can make choices to stay safe, just as they wash their hands to prevent disease, brush their teeth to prevent cavities, and eat a variety of foods to help them grow strong and healthy. Preschoolers can learn to apply a few simple and consistent rules, such as riding in a car seat and wearing seat belts, even though they are too young to understand the reasons for such rules.
Although Morgan lacks the skill needed to buckle the car seat buckle and does not understand the consequences of not being safely buckled into her car seat, she is developing a positive habit. Safety education in preschool focuses on behaviors the children can do to stay safe.
It involves simple, concrete practices that children can understand. The purpose of safety rules and guidance is to promote awareness and encourage developmentally appropriate behavior to prevent injury. Teachers may include separate rules for the classroom, playground, hallways, buses, or emergency drills.
Limit the number of rules or guidelines, but foster consistency e. Safety guidance is most effective when teachers have appropriate expectations and safety rules are stated in a positive manner.
That looked like fun! Children often are more willing to accept a rule when they are given a brief explanation of why it is necessary. Gently remind children during real situations; with positive reinforcement, they will begin to follow safety rules more consistently.
As children develop a greater understanding of safety rules, they begin to develop self-control and feel more secure. Here are some strategies that teachers can use to help children learn about safety:. Because of their level of cognitive development, many young children cannot consistently identify dangerous situations.
They may understand some safety consequences and can learn some scripts. But adults must be responsible for their safety. Children often act impulsively, without stopping to consider the danger.
By learning and following simple safety rules e. Like safety, play is deemed so critical to child development and their physical and mental health that it is included in Article 31 of the United Nations Convention on the Rights of the Child.
Eager and Little describe a risk deprived child as more prone to problems such as obesity, mental health concerns, lack of independence, and a decrease in learning, perception and judgment skills, created when risk is removed from play and restrictions are too high.
Findings from disciplines such as psychology, sociology, landscape architecture, and leisure studies, challenge the notion that child safety is paramount and that efforts to optimize child safety in all circumstances is the best approach for child development.
And families, popular culture, the media, and researchers in other disciplines have expressed views that child safety efforts promote the overprotection of children. These have the potential to trigger a backlash against proven safety promotion strategies, such as child safety seats or necessary supervision, possibly reversing the significant gains that have been made in reducing child injuries.
Families, caregivers, and educators can work to create a balance by fostering opportunities to engage in outdoor risky play that align with safety efforts. An approach that focuses on eliminating hazards, that have hidden potential to injure, such as a broken railing, but that does not eliminate all risks, could be used.
This allows the child to recognize and evaluate the challenge and decide on a course of action that is not dangerous but may still involve an element of risk.
Adults can also provide children with unstructured open-ended play materials that can be freely manipulated in conventional playgrounds. This approach is a central component of the Adventure Playground movement. Notably, European and Australian organizations and researchers appear to be attempting to put this idea in practice, with North American efforts lagging.
For example, the National Institute for Health and Clinical Excellence in the U. What do you think? What are your thoughts about keeping children as safe as necessary, not as safe as possible? What are appropriate ways for children to learn how to manage risk? Active supervision is critical to keep young children safe.
There are some common risks to safety that educators should be aware or and that will be covered in more depth in the next two chapters. Teachers must also consider the value of risk play when making decisions about what action to take to keep children safe.
Search site Search Search. Go back to previous article. Sign in. Learning Objectives By the end of this chapter, you should be able to: Explain what active supervision is and what it might look like. Discuss how to create a culture of safety. Identify common risks that lead to injury in children.
Describe how understanding injuries can help create a safety plan that prevents future injury. Summarize strategies teachers can use to help children learn about and protect their own safety. Recall several ways to engage family in safety education.
Analyze the value of allowing risk play. Introduction Keeping children safe must be a top priority for all early care and education programs. What is Active Supervision? Strategies to Put Active Supervision in Place The following strategies allow children to explore their environments safely.
Set Up the Environment Staff set up the environment so that they can supervise children and be accessible at all times. Figure 2. Scan and Count Staff are always able to account for the children in their care. Listen Specific sounds or the absence of them may signify reason for concern.
To understand what active supervision might look like in your program, consider the following example: Maria and Yasmin have taken their three-year-old classroom out to the playground for outdoor playtime. When teachers feel uncomfortable about an activity, they should stop and ask themselves two questions: Is it dangerous?
What are the children learning from this experience? What do the children need and enjoy the most when it comes to playtime? Do you have multiples of favorite toys?
Do you have enough places where toddlers can play alone or with a few friends? Do you have adequate space for active play? Is the room appropriately child-proofed?
Is this safe? What might he be curious about? Creating a Culture of Safety The topic of keeping children safe is only partly about policies and rules, and oversight. Actively Supervise : Children are never alone or unsupervised.
Staff position themselves so that they can observe, count, and listen at all times. Keep Environments Safe and Secure : Programs create, monitor, and maintain hazard-free spaces.
Make Playgrounds Safe : Regularly inspected, well-maintained, age-appropriate and actively supervised outdoor play spaces allow children to engage in active play, explore the outdoors, and develop healthy habits.
Transport Children Safely : Programs implement and enforce policies and procedures for drivers, monitors, children, and families using school buses, driving to and from the program, or walking. Model Safe Behaviors : Staff establish nurturing, positive relationships by demonstrating safe behaviors and encouraging other adults and children to try them.
Teach Families about Safety : Staff engage families about safety issues and partner with them about how to reduce risks to prevent injuries that occur in the home.
Specific Risks for Injury Child injuries are preventable, yet 8, children from years died from injuries in the US in Using data from , the CDC determined that: For children less than 1 year of age, two—thirds of injury deaths were due to suffocation.
Drowning was the leading cause of injury death between 1 and 4 years of age. Falls were the leading cause of nonfatal injury for all age groups of less than 15 years of age.
For children ages 0 to 9, the next two leading causes were being struck by or against an object and animal bites or insect stings. Rates for fires or burns and drowning were highest for children 4 years and younger.
Table 2. Have children stay seated while eating Cut food into small bites Ensure children only have access to age-appropriate toys and materials 57 , 58 Drowning Make sure caregivers are trained in CPR Fence off pools; gates should be self-closing and self-latching Supervise children in or near water 59 Inspect for any standing water indoors or outdoors that is an inch or deeper.
Safety Injury prevention for teachers have long teachsrs on Gut health maintenance teacheds Es of injury prevention to guide businesses in protecting geachers employees in Injury prevention for teachers workplace. Therefore, Organic energy drinks pursuit of the ptevention Es should be constant and integrated into your health and safety plans at every level of your organization. Injury prevention is an integral part of protecting employees and ensuring the safety of everyone in the workplace. It can help reduce costs associated with injuries and improve productivity by minimizing time lost due to injury or illness. It is also important for maintaining employee morale and creating a safe work environment. Notes FAQ Contact Fot. Peer Injury prevention for teachers only Full text available on ERIC. Include Synonyms Include Dead terms. Peer reviewed Download full text. ERIC Number: EJ
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