Concepts and Activities about the Body

However, government statistics published by the Center for Disease Control in 2009 indicate that among children aged 1 to 9, unintentional injury is the leading cause of death. This dilemma suggests a balanced approach to teaching children about personal safety that is focused on decision making, providing them with information about real dangers, and helping them respond to incidents or injuries without diminishing their natural desire for exploration, adventure, and new experiences. Embedded in planning for safety education is a focus on cause-and-effect relationships, since young children developmentally often do not yet anticipate or appreciate the potential consequences of decisions they make (Hendrick, 2007).

Adults are responsible for making sure that the environment, materials, and equipment are age-appropriate, are in good repair, and that children use them under proper supervision. Recommended and appropriate topics for safety education for young children include:

• Body rights and touch awareness (i.e., “good touch, bad touch”)
• Victimization as a result of bullying
• Awareness of strangers
• What to do if lost or injured
• Fire safety
• Vehicle safety (school bus, cars, seatbelts, pedestrian rules)
• Awareness of poisonous or toxic substances (Kostelnik, Soderman, & Whiren, 2010; Marotz, Cross, & Rush, 2001)

Many communities provide programming and/or resources for children during the typical school year (e.g., Fire Safety Week in October, Poison Prevention Week in March, etc.). Local safety professionals may be asked to come to school, or special field trips to visit such individuals can be arranged, providing effective strategies for impressing upon children the importance of safe and responsible behavior. Online access to many programs and organizations that advocate for different dimensions of personal safety can also provide teachers with resources and information. A list of helpful websites is provided at the end of the chapter.

Chapter Summary

• An increasing body of research provides evidence that physical fitness and wellness is very important to combat rising obesity levels among children and promote cognitive development and academic achievement.
• The NASPE Physical Education standards stress the need for both structured and unstructured activity, skill development, access to safe physical environments, and adult support, with a minimum of sixty minutes of physical activity daily for ambulatory children (toddlers and older).
• The outdoor space should be designed to promote safe but unrestrained opportunities for children to exercise their large muscles through “big-body play” with a balance of open space, safe play structures, and materials for games and activities.
• Outdoor space includes many different areas that extend the curriculum to the outdoors.
• Many materials, games, and activities can be used for planned gross motor activities that promote and develop coordination, balance, agility, power, and speed.
• Children aged 5 and under typically don’t understand the concept of rules; therefore games with preschoolers stress enjoyment and skill development rather than competition.
• Fine motor skill activities and materials focus on developing manual dexterity and the coordinated eye-hand movement necessary for reading, writing, cutting, and manipulating small tools and objects.
• Fine motor activities contribute to the development of the visual/perceptual skills of depth perception, visual tracking, and focus.
• Health and safety education for young children focuses on activities with food that promote good nutrition, knowledge and proper care of the body, and developing good judgment about personal safety.
• Activities with foods provide opportunities to integrate and teach children about the cultural traditions of families, local communities, and regions.

Discussion Questions

1. Think about community playgrounds or parks you have visited. What features could be adapted or used to inspire a playground design for a child-care or preschool playground?
2. How might you include children with allergies in activities with foods without compromising their need for protection?
3. Think about the food traditions in the community where you live or work. How do they reflect culture and regional characteristics? How might you incorporate activities that acquaint children with them or develop knowledge they already have?

Key Terms

Click on each key term to see the definition.

Food preparation guidelines

A set of principles and procedures published by the U.S. Department of Agriculture about the safe handling and preparation of foods that child-care professionals and schools are expected to follow

Manual dexterity

Strength and coordination of the small muscles in the hands, which are required for writing and manipulating tools and objects

Physical activity

Body movements that require energy expenditure beyond that required during rest

Physical education

Intentional instruction focused on the development and care of thebody

Physical fitness

Acquisition of strength, endurance, flexibility, and performance, which are important for overall health and aerobic functioning

Risk aversion

Unwillingness to engage in activities due to fear of injury or harm

Visual tracking

Coordinated movement of the eye muscles to follow an object as it moves or to follow a static figure, such as text on a page

Helpful Websites for Personal Safety

Ehow.mom: Includes ideas for conversation, songs, and activities to teach preschoolers about the importance of vehicle safety belts.

City of Milwaukee: Teacher’s guide for activities about pedestrian safety.

National Safety Council: Information and guidelines about school bus safety for infants, toddlers, and preschoolers.

U.S. Department of Health and Human Services: Prevention of bullying in school environments

National Criminal Justice Reference Service: Pamphlet for families with guidelines for teaching young children about personal safety.

SafeKidsUSA: Comprehensive website that provides resources for all dimensions of safety including fire, injury prevention, personal safety, etc. for families and educators.

References

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American Cancer Society. (2007). National Health Education Standards. Retrieved from: American Cancer Society: http://www.cancer.org/Healthy/MoreWaysACSHelpsYouStayWell/SchoolHealth/national-health-education-standards-2007?sitearea=PED.

American Heart Association. (June 20, 2012). Physical activity and children. Retrieved from American Heart Association: http://www.heart.org/HEARTORG/GettingHealthy/Physical-Activity-and-Children_UCM_304053_Article.jsp#.T3sY49lNUko.

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