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fiasKO [112]
3 years ago
11

Part of our job as early childhood educators is to keep young children safe and setting safety limits. Talk about some of the sa

fety limits, or rules, you have in your classroom. How do you make sure young children know and understand the safety limits of your classroom?
Social Studies
1 answer:
LiRa [457]3 years ago
4 0

Explanation:

As a childhood educator, teaching young children about safety is very important. Designing proper and effective rules is an important step in helping children to keep safe.

The basic safety rules and safety limits that I have in my classroom are :

1. Always listen to your teachers and parents.

2. Do not play with sharp objects such as sharp pencils or other stationary.

3. While wait for your turn and do not rush while moving into the elevator lift.

4. Always seat at your proper place.

5. While going to the washroom, walk properly and be careful on the wet surfaces.

6. Wear seat belt while in the car.

7. When the teacher speaks, keep quiet and listen properly.

8. Use the staircase carefully. Do not push others or run.

9. Do not bully others, verbally and physically.

10. Learn to respect others.

11. Always move safely.

Some of the steps to follow to make sure that the children understands the rules properly are :

  • Explain them the rules why they are important to us.
  • Repeat the rules regularly to the children so that they remember them and follow.
  • Make sure to involve the children while telling them the rules.
  • Make a chart of the set of rules which is children friendly and easy to follow.
  • We can also make a video of the rules.
  • Posters can also be made to explain them the rules.
  • Create some activities involving children so that they learn how and where to follow the safety rules.

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Models need to be developed for many purposes and at many scales. Existing models have proved to be of limited value, in the real as opposed to the academic world, both because of problems with the reliability of their results, and difficulties (with associated costs) of acquiring suitable data. However, there are some positive signs: models are now being developed for purposes including addressing questions of off-site impacts and land-use policy. Cheap, reliable and technically simple methods of erosion assessment at the field scale are needed. At the global scale, an up-date of GLASOD based on a scientific approach is urgent so that we are at least able to identify erosion ‘hotspots’.

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