1Morrongiello, B., & Corbett, M. (2008). Elaborating a Conceptual Model of Young Children's Risk of Unintentional Injury and Implications for Prevention Strategies. Health Psychology Review, 2(2).
During the first five years, children constantly acquire new skills and knowledge. Caregivers who know what children can do and how they can get hurt can protect them from injury.1
All children develop differently. Staff individualize their approach because "children have different rates of development as well as individual interests, temperaments, languages, cultural backgrounds and learning styles." Ongoing child assessment helps staff determine each child’s developmental level.
This tool provides safety tips for early childhood staff working with young children in classroom environments. Each section includes a description of development and safety tips organized by daily routines. Some tips apply to all children. Others address the developmental needs of children in a specific age group. If children in your classroom fit more than one developmental level, review the safety tips for each.
