TECA Test Review 4

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University of Texas, El Paso *

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1318

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Sociology

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Jan 9, 2024

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docx

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Andrea Rodriguez Due: July 2, 2021 TECA 1318 TEST REVIEW 4 Chapter 13: 1. How safety impacts children’s physical and emotional well-being. Safety impacts their physical and well-being by letting them navigate safely in the world and grow and thrive and develop to their fullest without injury. (pg. 435) 2. "Maslow's Hierarchy of Needs" 3. Primary purpose for regulations in child care settings to protect children. The purpose is to be able to protect children from threats and ensure their physical and emotional safety. Be provided with a place where they can be nurtured, learn, and rest. (pg. 437) 4. Role of child care regulatory agencies. THey establish standards for out of home child care, monitor for compliance and enforce the child care regulations. They are responsible for creating minimum health and safety standards. (pg. 444) 5. Licensing criteria. They include the size of children to be served, the length of the service day, and the location of the care center. (pg. 444) 6. Common causes of fatal injuries? They include suffocation, motor vehicle and traffic accidents, drowing, and burns. (pg. 440-441) 7. Local building code restrictions. Certain restrictions must be addressed for spaces that serve young children in group care settings. For example basements may only be used by children 2 years of age or older who can walk by themselves, safety glass must be used or be covered with metal mesh. (pg.460) 8. Safety approaches used when planning the indoor environment. Make sure you plan enough open space for children, make sure you have child size furniture, or furniture adequate for the age group in the facility. Plan space for water availability and monitoring space. (pg. 470) 9. Selection of appropriate toys for the classroom. Need to make sure they are providing appropriate developmental challenges. Make sure that the toys are not safety hazards for the children. And make sure the toys are age appropriate. (pg. 470-472) 10. Outdoor play area monitoring. For outdoor play area you need to consider injury hazards, establish sufficient space, design activity areas, have proper fencing and make sure to review the area. (pg. 481) CHAPTER 14: 1. Classroom routines. They are established to be have children learn and creat habits during certain times of the day. (pg. 491) 2. Enrollment routines. Teachers need to collect information about the children that are enrolling to prepare appropriate safety plans and prepare supervision effectively. Along with any situations that might require special attention. (pg. 489-)490 3. Routines that guide children during the school day. Being able to design a schedule of activities. That are usually created around time periods. (pg. 491) 4. Departure routine benefits. They are able to help the teacher or caregivers keep track of the children that leave and what time. It also allows teacher to be more accessible to families and monitor for safety.(pg. 493)

Andrea Rodriguez Due: July 2, 2021 5. Inappropriate practice related to transitions. Having children go out of control without coordinations. Not planning ahead of time, not giving children time to prepare. (pg. 492) 6. Safety practices for arrival and departure. Having parents sign in and out, be available to monitor and ensure that students are following their routine and making sure children are safe. (pg. 492) 7. Taking attendance. Teachers need to know who is present and how many total children are in attendance. This is especially important anytime the group moves to a different location. (pg. 494) 8. Releasing a child from your care. Teachers need to make sure children are leaving with an authorized adult.. They need to have plans to delay release when they need to call another adult to come. And they may have to call the police for back up. (pg. 493) 9. "sight and sound supervision. Depending on the age of the children, teachers are required to surperive using sound only or usually with younger children you need to supervise with sound and sight.Teacher need to continually be alert and keep all the children in view and paying attention to the sounds of their play. ([g. 496) 10. Strategies to supervise children. There are many different types of supervising strategies on different occasions. For example you can coordinate supervision with team teachers, using supervision zones when outside, 499-403) CHAPTER 15: 1. Child maltreatment. Term that encompasses all aspects of harmful or injurious behaviors towards children including abuse and neglect. (pg. 521) 2. Neglect. Failure to protect a child from harm. (pg. 521) 3. Sexual abuse and exploitation. Engaging an infant or child in any sexual act, or exposing a child to sexual activities. Exploitation is when they take advantage of a child in a sexual manner such are coercion to participate in prostitution or pornagraphy. (pg.524) 4. Observable signs of physical abuse. Bruises, welts, burns, bald spots, unexplained broken bones, child reports being hit by parent, unexplained or recurrent injuries. (pg. 529) 5. Behavioral signs of maltreatment. Child changes mood and level of activity, limping, child doesn;t want to go home, apathy or depression, fear of the parent. (pg. 529, 531) 6. Signs child maltreatment. limping, the child doesn;t want to go home, apathy or depression, fear of the parent. (pg.531) 7. Reporting maltreatment. Teachers need to report when they see signs of maltreatment to the adequate child protective services. Given the information of what made them want to report the incident, They should not let the parent or relative know that the report has been done because it can cause negative outcomes. (pg. 537-538) 8. What to do with a child who discloses abuse. Teachers must respond calmly and confidently and assure that the child is going to be okay and they will take the right measure to handle this. Then proceed to make the report. (pg. 536)

Andrea Rodriguez Due: July 2, 2021 CHAPTER 16: 1. What is an emergency? Any situation that presents a threat to a child’s life or has risks of permanent injury or disability. (pg. 553) 2. What is a disaster and how to deal with it. It is a situation that overwhelms the ability to restore safety and order in a short period of time. (pg. 553) 3. Emergency management plan. This is to make sure that facilities are prepared to take on any emergency situation or disaster in an organized matter to protect children. Analyzing potential hazards are the fr=irst step to making an emergency plan. (pg. 555) 4. Emergency preparedness. Have responsibilities and roles assigned beforehand, have assembled first aid kits, have children's emergency information ready to go and tell parents or guardians about the plans. (pg. 559-560) 5. Definition of first aid. The first actions taken to address illness or injury.(pg. 565) 6. Good Samaritan Doctrine. Laws designed to encourage people to help in emergencies by protecting rescuers from being sued for providing emergency help. (pg. 565) 7. Universal precautions. Set of safety measures when assessing bleeding, injuries or providing rescue breathing. (pg. 567) 8. Assessing for signs of injury. Need to make an evaluation of the situation, notice the child's behavior, and observe the child's physical appearance. (pg. 566) 9. First aid for a child who is not breathing. Teachers need to provide CPR. They need to call 911 and then do chest compressions to keep oxygen flowing to the brain and vital oxygen, make sure the airway is open, and give rescue breaths. (pg. 568-569) 10. Basic first aid approaches. Applies for falls, head injury, allergic reaction, nosebleeds, bites,bruises and bumps, and foregin objects. (pg. 572-576) 11. Dealing with a bite from another child. Apply direct pressure to the wound using sterilized gauze pad, wash bite area, apply clean bandage. (pg. 574) 12. Shelter-in-place. This involved staying inside the facility as required by the threat of harm outside. Tornadoes, chemical spills, airborne hazards etc. (pg. 578)

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