Table of ContentsIntroductionSafety AssessmentHandwashingFood Preparation/Feeding/SanitationOutdoor EquipmentChild Development AssessmentErikson's Theory of Psychosocial DevelopmentPiaget's Theory of Cognitive DevelopmentConclusionIntroductionL Education is essential in the life of the youngest child. At this age, they learn new skills, concepts, words and ideas every day, expanding their knowledge at an alarming rate. The classroom is the perfect place to learn for a preschooler, providing plenty of stimulation and support. However, for the child to learn in this environment, they must take into account the different developmental levels of their students and their safety must be assessed. This article will explore the aspects mentioned previously, using different developmental theories as well as the California Childcare Health Program (CCHP) health and safety checklist. Any names of specific students in this article are fictitious and in no way represent the actual identities of those children. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Safety Assessment Using the CCHP Health and Safety Checklist, an assessment of a typical preschool classroom was conducted. Three specific categories of safety standards were chosen for the assessment. These categories include hand washing, food preparation/meals/sanitation, and outdoor equipment. These categories will be evaluated for this particular class and their importance will also be discussed. Hand washing Hand washing plays a very important role in controlling infections and diseases. According to Hockenberry and Wilson, hand hygiene is the most important practice performed in the health care setting to reduce the transmission of infectious diseases (2015). In the classroom, hand hygiene is an essential part of the daily routine. Children touch, play and interact with all kinds of objects and surfaces, allowing them to spread germs very quickly and easily. When assessing safety, a few areas regarding hand hygiene were adequate, while others were not as good. The CCHP Health and Safety Checklist includes a variety of different areas regarding hand washing, including resources on hand washing procedures, staff hand washing, and hand washing techniques. hands of children. As for whether handwashing procedures were posted at the sinks, materials were placed in this area, but detailed instructions were minimal. Sinks were at a suitable level for children and staff were observed washing their hands before preparing meals. Some children were observed not washing their hands after using the toilet. When it comes to breakfast, about 8 out of 12 children wash their hands before eating, and 6 out of 8 wash their hands properly. After breakfast, only 6 of the 12 children were observed washing their hands after eating, and all washed their hands properly. In any environment where multiple children are present, hand hygiene is an essential practice to prevent illness, especially in the classroom. Van Beek, Tomer, Richardus, Voeten, and Erasmus note that children who attend day care are more likely to experience respiratory and gastrointestinal infections than other children who do not attend day care. By having establishedWith classroom handwashing guidelines and protocol for educators and children, the rate of these infections can decrease, improving the overall health of the children in the classroom and the facility as a whole. When children are healthy, they are able to learn and actively participate in class and continue their education. Food Preparation/Feeding/Sanitation In this particular classroom and setting, children can eat three meals a day, depending on what time they arrive. or leave the establishment. Proper food preparation is essential for maintaining food quality and safety in children and adults alike. When food is contaminated, expired or undercooked, serious illnesses can occur and can be difficult to treat. The CCHP Health and Safety Checklist covers several areas as it relates to food preparation, nutrition and sanitation, including food preparation areas, regulation of perishable products and sanitation of dining areas and areas where food is prepared. All perishable products observed were left out of the refrigerator for less than an hour. Food preparation is usually done in a separate room in the facility, in the kitchen, so food preparation areas are separate from play areas. Counters, tables and floors are cleaned and swept before and after each meal, which is great. Tables used for dining also double as play surfaces, which can pose a hazard if not properly cleaned. No menus have been posted for foods served in the classroom program. Food preparation and hygiene are essential to protect children from certain illnesses. Wohlgenant, Fraser, Chapman, and Chen note that out-of-home child care settings can be reservoirs for pathogens that come into contact with the child through food routes. With childcare and education settings at increased risk of foodborne pathogens, it is essential that strict standards are established and followed to prevent such illnesses. Outdoor Equipment Playground equipment can provide a great opportunity for children to exercise, release energy and spend time outdoors. . However, it can also pose a risk of injury, often if misused. Hockenberry and Wilson note that injuries are the most common cause of death and disability among children in the United States (2015). These injuries can occur in a variety of settings, including outdoor playgrounds, although they are usually minor. The CCHP Health and Safety Checklist details several areas of outdoor equipment and play, including supervision, area fencing, outdoor equipment, and shock-absorbing surfaces. Staff were present at all times in outdoor areas to supervise children, and the area was surrounded by a fence with multiple exits that are unlikely to be opened by children. The playground surface was made of shock-absorbing wood chips and extended approximately 6 feet beyond the playground equipment. The equipment is stable and does not wobble or tip over when he is shaken. The area is relatively clean, free of sharp objects or trash. Outdoor equipment should be regulated and its use supervised to prevent injury to young children. Gyllancreutz, Rolfsman and Savemannote that outdoor environments may encourage children to participate in riskier activities and that risks may be hidden in these outdoor environments and affect children's safety. By maintaining control over the external environment and the equipment these children use, hidden risks can be eliminated and children can feel free to explore this environment without fear of injury. Outdoor equipment and outdoor activities should be carefully supervised to avoid accidents and injuries that can be life-altering and traumatic for the child. Child Development Assessment In addition to a safety assessment, a developmental assessment of children in the classroom was also carried out. Two developmental theories can be applied to these children. The first is Erikson's theory of psychosocial development and the second is Piaget's theory of cognitive development. Using these theories, children can be assessed in terms of developmental progress, as well as how far behind their age. Erikson's Theory of Psychosocial Development Erikson's theory of psychosocial development deals with how children resolve conflicts as they progress through life. If conflicts are not resolved, they may encounter difficulties. Although the theory is relatively old, Dunkel and Harbke note that it continues to accelerate, particularly with regard to its concepts of ego identity and generativity. An ever-evolving and evolving theory like this is a good one, which means it can be applied to a multitude of different generations and situations. According to Hockenberry and Wilson, the primary psychosocial task of the preschool child is to develop a sense of initiative (2015). The conflict they face is between this initiative and guilt. To develop their initiative, children begin to take control of their environment. They feel accomplished and satisfied in their activities, but when they exceed their limits, they feel guilty for inappropriate behavior. In class, most students fall into this category. In class, the conflict between initiative and guilt was observed a few times. There are separate stations in the classroom, each with a limit on the number of children that can be on that station. The teacher told a group of children too large for one station that they weren't all allowed to play in that area, so their first experience of initiative may have turned into guilt. Piaget's theory of cognitive development Piaget's theory of cognitive development Development aims to understand how children develop their intelligence as they age. It examines how they understand certain ways and processes of thinking and learning. Hockenberry and Wilson note that in the preschool period, the child's main task is to prepare for school and academic learning (2015). The preschool child enters the preoperative phase, which extends from 2 to 7 years of age. When it comes to their thought patterns, they tend to use a lot of magical thinking, in the sense that their thoughts hold a lot of power and if they think something, it can happen (2015). It is also at this stage that the child moves from self-centeredness to the ability to consider other points of view. Despite this, the preschooler remains very egocentric, thinking that everyone thinks like him and that a brief explanation is enough (2015). It may also be difficult for a child at this stage to distinguish fantasy from reality. Maftei and Mairean noted in their study..