Chapter 5: Emergency Response Procedures for Early Childhood Education Environments

Bright Horizons Suggests Emergency Planned Responses for: • medical emergencies • evacuation procedures and process • survival mode sheltering/sheltering in place • natural disaster; hurricane, tornado, severe storms • utility disruption • fire/smoke emergencies • hazardous materials • bomb threat • suspicious articles • potentially violent situations • random acts of violence • disgruntled impaired parents/guardians, or parent’s/ guardian’s authorized representatives • hostage situations • missing child © 2007 by Thomson Delmar Learning

Identifying an Emergency (continued) • Other emergency indicators  using your senses • unusual appearances or behaviors • unusual sight • unusual noises • unusual odors • unusual conditions © 2007 by Thomson Delmar Learning

Basic Emergency Response Procedures • Organizing for an emergency • basic training • emergency information • on file including release form • all health records • log of injuries, ouch reports © 2007 by Thomson Delmar Learning

Basic Emergency Response Procedures (continued) • Emergency numbers • posted by phones • Emergency backup • Rescue registration • Emergency information for local fire/rescue departments • See Chapter 5 for form • Evacuation plan • First aid kit © 2007 by Thomson Delmar Learning

Basic Emergency Response Procedures (continued) • Order of response • Act immediately/remain calm • Stay at scene  help and reassurance • Assess child • Do not move seriously injured child • If necessary, call for emergency help © 2007 by Thomson Delmar Learning

Basic Emergency Response Procedures (continued) • Notify parents and agree on plan of action • Give medication only if authorized • Treat child for shock • Stay with child until parents or emergency help arrives • After incident is over, fill out report © 2007 by Thomson Delmar Learning

Basic CPR and First Aid • Overview • Basic CPR and rescue breathing • basic CPR and first aid for infants • airway, breathing, circulation • basic CPR or rescue breathing for children • airway, breathing, circulation © 2007 by Thomson Delmar Learning

Basic CPR and First Aid (continued) • First Aid Procedures • bites • animal, snake, insect, spider • cuts and other injuries to the skin • injuries involving head, mouth, and nose • burns • temperature  heat and cold • poisoning • symptoms © 2007 by Thomson Delmar Learning

Emergency Planning for Children with Special Needs • Teacher needs to be familiar with what constitutes an emergency for a child with special needs • Needs education, planning, and preparation for typical emergency for child • Written emergency management plan, updated regularly • Medication should be available in a first aid kit separate from the rest © 2007 by Thomson Delmar Learning

Disaster Preparedness • We must be prepared for all types of disasters such as • fire (most common disaster) • acts of nature • chemical spills • blackouts • human acts of violence • Response should be discussed and planned ahead of time © 2007 by Thomson Delmar Learning

Disaster Preparedness (continued) • Evacuation procedures • diagram and written plan • evacuation plan • emergency record • daily attendance checklist • prior discussion with parents so they know practice and drills and emergency evacuation plan • practice fire drills, and the like • including infants and toddlers © 2007 by Thomson Delmar Learning

Disaster Preparedness (continued) • shelter-in-place procedures • practice • emergency rations/supplies • water the most important of all • emergency kit from home for children • includes calming letter from parents • cell phone to reach parents • health protection • water, wipes, antibacterial hand wash © 2007 by Thomson Delmar Learning

Disaster Preparedness (continued) • Helping children cope with disaster • Be calm and stay calm • Give children reassurance and explain emergency • Be as honest as possible • Establish a routine • Continue reassurance after the event • Children may go through a delayed reaction • Children take time to recover © 2007 by Thomson Delmar Learning

Reality Check—Creating an Emergency Natural Disaster Plan for Your Early Childhood Education Environment • Natural disasters are widespread • tornadoes, floods, tropical storms, severe storms, floods, wildfires, and the like © 2007 by Thomson Delmar Learning

Emergency Natural Disaster Plan for Your Early Childhood Education Environment • Identify local hazards • Develop an outline for the hazards you have identified • Put together information and then apply to child care situation and prioritize risk to the local area and center • Think about possible scenarios in order to mitigate child care © 2007 by Thomson Delmar Learning

Emergency Natural Disaster Plan for Your Early Childhood Education Environment (continued) • Help prepare the children for potential disasters by seeing and talking about events, like reading books and talking about how to keep safe © 2007 by Thomson Delmar Learning

Implications for Teachers • Education • Teacher training and education for emergencies • Children practice evacuation and emergency procedures • For Families • Educate for prevention and response • Workshops, handouts © 2007 by Thomson Delmar Learning

Implications for Teachers (continued) • Supervision • Keep environment ready to respond to emergencies • First aid kit and survival mode supplies should be checked regularly © 2007 by Thomson Delmar Learning

Implications for Teachers (continued) • Cultural Competence • Provide information for families that do not speak English • Children of immigrants may need extra support © 2007 by Thomson Delmar Learning

Reality Check—For Human- Generated Disasters • Some of these disasters may be unintentional • chemical spill • wildfire that starts with a careless camper • Many of the human-generated disasters that we need to think about and be prepared for are intentional © 2007 by Thomson Delmar Learning

Reality Check—For Human- Generated Disasters (continued) • Do a risk assessment • Examine your community for risk • A nuclear plant or dam nearby? • A railroad or is it near a shipping port? • Military bases nearby? • A government building or other government installation? © 2007 by Thomson Delmar Learning

Reality Check—For Human- Generated Disasters (continued) • Do resource assessment of local agencies to see what risks they may be preparing for • At least one teacher in each early education program should be trained in disaster preparedness • Homeland Security issues a color-coded alert (see slide 15) © 2007 by Thomson Delmar Learning

Reality Check—For Human- Generated Disasters (continued) • Vigilance is key to avoiding the effects of disaster in every community • Unusual persons who look out of place • Loitering • Suspicious behaviors • Suspicious items left behind • Enforce the security that is present • Signing in and out • Who is authorized to pick up child? © 2007 by Thomson Delmar Learning

Reality Check—For Human- Generated Disasters (continued) • Be prepared to either evacuate or shelter-in-place, dependent upon the threat • Practice drills • Be as truthful with children as possible • Do not speculate or sugarcoat © 2007 by Thomson Delmar Learning

Chapter 5: Emergency Response Procedures for Early Childhood Education Environments