IndexIntroductionSafety AssessmentHandwashingFood Preparation/Nutrition/HygieneExternal EquipmentAssessment of Children's DevelopmentErikson's Theory of Psychosocial DevelopmentPiaget's Theory of Cognitive DevelopmentConclusionIntroductionEducation is essential in the life of the most child small. At this age they learn new skills, concepts, words and ideas every day, expanding their knowledge at an alarming rate. The classroom is the perfect place for a preschooler to learn, providing plenty of stimulation and support. However, for the child to learn in this environment, he must take into account the different developmental levels of his students and his safety must be assessed. This article will explore the previously mentioned aspects, using different theories on the development and health and safety checklist of the California Childcare Health Program (CCHP). All names of specific students contained herein are fictitious and in no way represent the actual identities of these children. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssaySafety AssessmentUsing the CCHP Health and Safety Checklist, an assessment of a typical preschool classroom was conducted. Three specific categories of safety standards were chosen for the evaluation. These categories include hand washing, food preparation/nutrition/hygiene, and outdoor equipment. These categories will be evaluated for this particular class and their importance will also be discussed. Handwashing Handwashing plays a very important role in controlling infections and diseases. According to Hockenberry and Wilson, hand hygiene is the most important practice performed in healthcare settings to reduce the transmission of infectious diseases (2015). When it comes to the school environment, hand hygiene is an essential part of the daily routine. Children touch, play and interact with all kinds of objects and surfaces, allowing them to spread germs very quickly and easily. During the safety assessment, some areas of hand hygiene were adequate, while others were not as good. The CCHP Health and Safety Checklist includes a variety of different areas related to handwashing, including resources for handwashing procedures, staff handwashing, and child handwashing techniques . As for posting handwashing procedures at the sinks, there was some material in that area, but the details of the instructions were minimal. Sinks were at an appropriate level for children and staff were observed washing their hands before food preparation. Some children have been observed not washing their hands after using the toilet. Regarding breakfast, it was observed that approximately 8 out of 12 children washed their hands before eating, while 6 out of 8 washed their hands correctly. After breakfast, only 6 out of 12 children were observed washing their hands after eating, and all of them washed their hands correctly. In any environment where there are multiple children, hand hygiene is an essential practice to prevent illnesses and disorders, especially in the classroom. Van Beek, Tomer, Richardus, Voeten, and Erasmus note that children who attend daycare centers are more likely to experience respiratory and gastrointestinal infections than other children who do not attend daycare centers. Having established guidelines and protocols for hand washing in the classroom for botheducators and children, the rate of these infections can decrease, improving the overall health of children in the classroom and the facility as a whole. When children are healthy, they are able to learn and participate actively in the classroom and continue their education. Food preparation/feeding/hygiene In this particular classroom and setting, children may eat three meals a day, depending on when they arrive or leave the setting. Proper food preparation is essential to maintain the quality and safety of food in children, as well as adults. When food is contaminated, expired, or undercooked, serious illnesses can occur that can be difficult to treat. The CCHP Health and Safety Checklist covers multiple areas related to food preparation, consumption and hygiene, including food preparation areas, regulation of perishable items and hygiene of food service areas and areas where the food is prepared. All perishable items observed were left out of the refrigerator for less than an hour. Food preparation is generally done in a separate room within the facility, in the kitchen, so the food preparation areas are separate from the play areas. The counters, tables and floors are cleaned and swept before and after every meal which is great. Tables used for eating are also used as play surfaces and can pose a hazard if not cleaned properly. No menu has been posted for the food served in class in the program. Food preparation and hygiene are essential to protect children from certain diseases. Wohlgenant, Fraser, Chapman, and Chen note that out-of-home child care environments can be reservoirs of pathogens that come into contact with the child through food transmission routes. Since child care and education facilities are at increased risk from foodborne pathogens, it is essential to establish and follow rigorous standards to prevent such illnesses. . However, it can also pose a risk of injury, often if used improperly. Hockenberry and Wilson note that the most common cause of death and disability for children in the United States is injuries (2015). These injuries can occur in a variety of settings, including outdoor playgrounds, although they are typically minor. The CCHP's health and safety checklist goes into detail regarding multiple areas of outdoor equipment and play, including supervision, area fencing, outdoor equipment and shock-absorbing surfaces. Staff were always present in the outdoor areas providing supervision to the children, and the area was enclosed by a fence with multiple exits that could hardly be opened by children. The playground surface was made of shock-absorbing wood chips and extended approximately 6 feet beyond the playground equipment. The equipment is stable and does not wobble or tip over when shaken. The area is relatively clean, free of sharp objects or rubbish. Outdoor equipment should be regulated and its use should be monitored to prevent injuries in young children. Gyllencreutz, Rolfsman, and Saveman note that outdoor environments can stimulate children to take part in riskier activities and that risks that affect children's safety may be hidden in these outdoor environments. By maintaining control within the external environment and equipment used by these children, hidden risks can be eliminated and children can feel free to explore this environment without fear of harm. External equipment and activitiesmust be carefully monitored to prevent life-altering and traumatizing accidents and injuries to the child. Developmental assessment of children In addition to a safety assessment, a developmental assessment of children in the classroom was also carried out. Two developmental theories can be applied to these children. The first is Erikson's theory of psychosocial development, the second is Piaget's theory of cognitive development. Using these theories, children can be assessed for developmental progress, as well as delay in relation to their age. Erikson's Theory of Psychosocial Development Erikson's theory of psychosocial development deals with how the child resolves conflicts as he progresses in life. If conflicts are not resolved, they may face difficulties. Although the theory is relatively old, Dunkel and Harbke note that it continues to accelerate, especially regarding its concepts of ego identity and generativity. An ever-growing and changing theory like this is positive in the sense that it can apply to a multitude of different generations and situations. According to Hockenberry and Wilson, the main psychosocial task of the preschool child is to develop a sense of initiative (2015). The conflict they face is between this initiative and guilt. To develop initiative, children begin to take control of their environment. They feel fulfilled and satisfied in their activities, but when they exceed the limit they feel guilty for inappropriate behavior. In the classroom, most students fall into this category. In the classroom, the conflict between initiative and guilt was observed a few times. There are separate stations within the classroom, each with a limit on the number of children that can be at that station. For a group of children who were too old for one station, the teacher told them that everyone wasn't allowed to play in that area, so their initial experience of initiative may have turned to guilt. Piaget's Theory of Cognitive Development Piaget's Theory of Cognitive Development Development aims to understand how the child develops intelligence as he or she ages. Examine how they understand certain ways and processes of thinking and learning. Hockenberry and Wilson note that in the preschool period the child's main task is to prepare for academic and academic learning (2015). The preschool child falls into the pre-operational phase, which ranges from 2 to 7 years. In terms of thinking patterns, they tend to use magical thinking a lot, as their thoughts have a lot of power and if they think something, it can happen (2015). Also in this phase, the child moves from egocentrism to the ability to consider other points of view. Nonetheless, the preschooler is still very self-centered, thinking that everyone thinks like them and that only a short explanation is needed for everything (2015). It may be difficult for a child at this stage to distinguish fantasy from reality. Maftei and Mairean noted in their study of fantasy versus reality that Piaget's theory is true in that older children have a greater ability to distinguish between these concepts. As the child grows, he or she is better equipped through experience and has a better process ability to understand when something is real or made up. In the classroom, all children observed can be placed in this phase. There were multiple instances of children speaking in class where they assumed everyone knew what they were talking about. A little girl got angry when no one said happy birthday to her, even though she hadn't told anyone it was her birthday. Her egocentrism made her believe that,.