In many people there is no clear cause of Osteoarthritis OA. Research shows there are some things that may put you at more risk of developing OA in certain joints, such as:. Many students will fall into one of the risk categories. Engaging in activities that help them to protect their joints and bones is time well spent.

First, do no HARM — the acronym for not making an injury worse! Any injury can be made worse by doing them HARM - especially during the 48 hours after it has occurred.

H EAT including saunas and spas increases bleeding and swelling through blood vessel vasodilation. A LCOHOL increases bleeding and swelling as it is a vasodilator. R UNNING or exercising too soon may hinder the healing process, not allowing the injury to heal. M ASSAGE or enthusiastic stretching increases bleeding and delays healing.

Insist on having a good step ladder in the office or classroom. Always use it. Use a trolley for transporting large or heavy items Wear shoes with non-slip soles Ask for assistance when moving furniture or ask for a removalist to assist Be a model of safety as an example for your students Drive home safely.

Graphic Overviews These will be updated as Australian Curriculum learning areas are approved. Year 3 Injury management graphic organise on A3 Year 5 Injury management graphic organiser on A3 Year 6 Injury management graphic organiser on A3 Year 7 Injury management graphic organiser on A3.

The activities below drill the vocabulary that are contained in the Revision Sheets injury prevention and management section. Students Revision Sheets. Years Injury Find-a-Word 4 directions Years Injury Find-a-Word 8 directions Years Injury Find-a-Word 2 directions Years Injury Circle find-a-word puzzle Years Injury Circle find-a-word puzzle Years Injury Circle find-a-word puzzle Years Injury Find-a-Word 8 directions Years Injury Find-a-Word 4 directions Years Injury Find-a-Word 2 directions Years Revision Sheet 2 Injury Word Match Years Injury Circle find-a-word puzzle.

Year 9 Joints Toia worksheetdocx. The Australian Curriculum has spurred the development of these resources.

This is a subscription service through which various organisations have a licence that enables them to offer the resources free to teachers. There are graphic organisers for Years F-7 which link ideas to the Australian Curriculum codes, together with programs and lessons on selected topics.

Teachers Food Growth Injury prevention and management Joints Juvenile Idiopathic Arthritis Skeleton Teeth. Something for your newsletter Avoid skateboarding injuries Everyone, especially young people, believes that they are invincible.

Research shows there are some things that may put you at more risk of developing OA in certain joints, such as: knees: being overweight, having a previous knee injury, poor biomechanics, jobs involving repetitive kneeling, climbing and squatting hips: being overweight, having a previous hip injury, jobs involving lifting heavy loads including farming hands: overuse injuries Many students will fall into one of the risk categories.

The basic principle of injury prevention and management First, do no HARM — the acronym for not making an injury worse!

Key factors to avoid injury Adhere to the rules Proper coaching to develop skills Be mentally and physically prepared Warm-up before and after exercise may reduce the likelihood of injury to muscles and ligaments.

There is very little evidence supporting stretching: it is a personal thing. Be fit and aerobically conditioned. Ensure you have the appropriate fitness program or technique for a particular exercise or sport. The scientific newness is characterized by the felt lack of scientific works for the analysis of these issues.

The sample of the research consisted of physical education teachers 54 women 43 per cent and 72 men 57 per cent. The teachers were also divided into groups according to the experience of pedagogical work: 57 teachers 45 per cent had the pedagogical experience of up to 10 years and the pedagogical experience of 69 teachers 55 per cent exceeded 10 years.

For the revelation of this issue, the Questionnaire of the competencies of physical education teachers for injury prevention was used that had been compiled on the basis of scientific literature Raižiene, ; Vercruysse et al. The data of the research showed most competencies of physical education teachers for sport injuries of students and their prevention differed statistically significantly depending on the gender among teachers and their pedagogical experience.

Teachers with the pedagogical experience of up to 10 years state that students encounter injuries during their lessons more often.

The direction of further research should be modelling of programs about the competencies in the field of injury prevention. Descriptors: Teacher Competencies , Physical Education Teachers , Injuries , Accident Prevention , Gender Differences , Teaching Experience.

Academic Publishing House Researcher.

Those people must be supported with opportunities for reflection, professional development, chances to think about the work they do and why that work is so important. What is challenging in that work, and what comes to them easily.

It's the ability of programs to recognize and analyze challenging conditions and be able to make improvements. Programs must make sure that staff have that sense of commitment and responsibility, and that they have the ability to ensure children are thriving is critical. They have to help make sure staff remember why we do the work, to be curious about children's interests, needs, and ideas, to have the opportunity to be creative, to enjoy children and each other's humor every day.

These things, in addition to the policies and procedures, will allow staff to be fully present with children. Adults who can be fully present will keep children physically and emotionally safe and thriving. The first step to doing this is to create a culture of safety.

In this context, culture means the set of shared attitudes, values, goals, and practices that characterize a program; the way things work in that program and in that community. Experts and researchers have demonstrated that the culture of an organization plays a key role in all successful safety initiatives.

This is done by involving every staff member and committing to safety at all levels. In fact, they should plan that something is going to go wrong. The goal is to create environments where there is zero harm, making it as hard as possible for things to go wrong.

Directors, managers, staff, and families must all embrace the belief that children have a right to be safe. All the adults in the program, the program leaders and staff, know that they are responsible for every child, all day, every day.

People understand their roles and responsibilities in keeping children safe and embrace each of the 10 actions outlined in Table 2. This approach is holistic.

It's integrated, and community-centered. It isn't an add-on. It's not a burden. It's a way of doing business so children don't get hurt.

Specific Risks for Injury. Child injuries are preventable, yet 8, children from years died from injuries in the US in However, injury is still the number 1 cause of death among children. Children during early childhood are more at risk for certain injuries. Using data from , the CDC determined that:.

However, children who spend more time in nonparental child care have a reduced risk of unintentional injury. Nevertheless, injuries in child care settings remain a serious, but preventable, health care issue.

In the next two chapters, we will examine creating safe environments indoors and outdoors that specifically reduce the risks of injuries, including those introduced in Table 2. Early care and education programs have an obligation to ensure that children in their care are in healthy and safe environments and that policies and procedures that protect children are in place.

Using a screening tool, programs can identify where they need to make changes and improvements to ensure children are healthy and safe while in their care. Programs must become familiar with the hazards to children that are specific to their population and location.

Considerations for this plan include the type of early education program, ages of the children served, surrounding community, and family environments. If any hazards are found upon screening, programs can make modifications to remove hazards or use safety devices to protect children from hazards.

Care should be taken to ensure that the modifications include children with disabilities and special needs. Teachers can use role-modeling and communication to teach children how to respond to situations, including emergencies, that put their safety at risk. Early childhood programs must continue to monitor for safety.

This includes regular screening for safety and analysis of data surrounding injuries. Teachers must continuously monitor for conditions that may lead to children being injured and examine both the behaviors of children and adults in the environment.

When a child is injured, it is important to document the injury. This documentation is provided to families, typically in the form of an injury or incident report.

These should document:. One such process to do this is hazard mapping, which is an approach to prevent injuries by studying patterns of incidents. Step Two — Identify Systems and Services that Need to be Strengthened.

The earlier children learn about safety, the more naturally they will develop the attitudes and respect that lead to lifelong patterns of safe behavior. Safety education involves teaching safe actions while helping children understand the possible consequences of unsafe behavior.

Preschoolers learn through routines and daily practice and by engaging in language scripts and following simple rules. These scripts and rules may be communicated through voice, pictures, or signs. Children learn concepts and develop skills through repetition, then build upon these as concepts and skills become more complex.

Preschoolers need help to recognize that safe play may prevent injury. Teachers can promote independence and decision-making skills as children learn safe behaviors. Teachers can explain that children can make choices to stay safe, just as they wash their hands to prevent disease, brush their teeth to prevent cavities, and eat a variety of foods to help them grow strong and healthy.

Preschoolers can learn to apply a few simple and consistent rules, such as riding in a car seat and wearing seat belts, even though they are too young to understand the reasons for such rules. Although Morgan lacks the skill needed to buckle the car seat buckle and does not understand the consequences of not being safely buckled into her car seat, she is developing a positive habit.

Safety education in preschool focuses on behaviors the children can do to stay safe. It involves simple, concrete practices that children can understand.

The purpose of safety rules and guidance is to promote awareness and encourage developmentally appropriate behavior to prevent injury. Teachers may include separate rules for the classroom, playground, hallways, buses, or emergency drills. Limit the number of rules or guidelines, but foster consistency e.

Safety guidance is most effective when teachers have appropriate expectations and safety rules are stated in a positive manner.

That looked like fun! Children often are more willing to accept a rule when they are given a brief explanation of why it is necessary. Gently remind children during real situations; with positive reinforcement, they will begin to follow safety rules more consistently.

As children develop a greater understanding of safety rules, they begin to develop self-control and feel more secure. Here are some strategies that teachers can use to help children learn about safety:.

Because of their level of cognitive development, many young children cannot consistently identify dangerous situations. They may understand some safety consequences and can learn some scripts. But adults must be responsible for their safety. Children often act impulsively, without stopping to consider the danger.

By learning and following simple safety rules e. Like safety, play is deemed so critical to child development and their physical and mental health that it is included in Article 31 of the United Nations Convention on the Rights of the Child.

Eager and Little describe a risk deprived child as more prone to problems such as obesity, mental health concerns, lack of independence, and a decrease in learning, perception and judgment skills, created when risk is removed from play and restrictions are too high.

Findings from disciplines such as psychology, sociology, landscape architecture, and leisure studies, challenge the notion that child safety is paramount and that efforts to optimize child safety in all circumstances is the best approach for child development.

And families, popular culture, the media, and researchers in other disciplines have expressed views that child safety efforts promote the overprotection of children.

These have the potential to trigger a backlash against proven safety promotion strategies, such as child safety seats or necessary supervision, possibly reversing the significant gains that have been made in reducing child injuries. Families, caregivers, and educators can work to create a balance by fostering opportunities to engage in outdoor risky play that align with safety efforts.

An approach that focuses on eliminating hazards, that have hidden potential to injure, such as a broken railing, but that does not eliminate all risks, could be used.

This allows the child to recognize and evaluate the challenge and decide on a course of action that is not dangerous but may still involve an element of risk. Adults can also provide children with unstructured open-ended play materials that can be freely manipulated in conventional playgrounds.

This approach is a central component of the Adventure Playground movement. Notably, European and Australian organizations and researchers appear to be attempting to put this idea in practice, with North American efforts lagging. For example, the National Institute for Health and Clinical Excellence in the U.

What do you think? What are your thoughts about keeping children as safe as necessary, not as safe as possible?

What are appropriate ways for children to learn how to manage risk? Active supervision is critical to keep young children safe. There are some common risks to safety that educators should be aware or and that will be covered in more depth in the next two chapters.

Teachers must also consider the value of risk play when making decisions about what action to take to keep children safe.

Search site Search Search. Go back to previous article. Sign in. Learning Objectives By the end of this chapter, you should be able to: Explain what active supervision is and what it might look like. Discuss how to create a culture of safety.

Identify common risks that lead to injury in children. Describe how understanding injuries can help create a safety plan that prevents future injury. Summarize strategies teachers can use to help children learn about and protect their own safety.

Recall several ways to engage family in safety education. Analyze the value of allowing risk play. Introduction Keeping children safe must be a top priority for all early care and education programs.

What is Active Supervision? Strategies to Put Active Supervision in Place The following strategies allow children to explore their environments safely. Set Up the Environment Staff set up the environment so that they can supervise children and be accessible at all times.

Figure 2. Scan and Count Staff are always able to account for the children in their care. Listen Specific sounds or the absence of them may signify reason for concern. To understand what active supervision might look like in your program, consider the following example: Maria and Yasmin have taken their three-year-old classroom out to the playground for outdoor playtime.

When teachers feel uncomfortable about an activity, they should stop and ask themselves two questions: Is it dangerous? What are the children learning from this experience? What do the children need and enjoy the most when it comes to playtime?

Do you have multiples of favorite toys? Do you have enough places where toddlers can play alone or with a few friends? Do you have adequate space for active play?

Is the room appropriately child-proofed? Is this safe? What might he be curious about? Creating a Culture of Safety The topic of keeping children safe is only partly about policies and rules, and oversight.

Actively Supervise : Children are never alone or unsupervised. Staff position themselves so that they can observe, count, and listen at all times. Keep Environments Safe and Secure : Programs create, monitor, and maintain hazard-free spaces. Make Playgrounds Safe : Regularly inspected, well-maintained, age-appropriate and actively supervised outdoor play spaces allow children to engage in active play, explore the outdoors, and develop healthy habits.

Transport Children Safely : Programs implement and enforce policies and procedures for drivers, monitors, children, and families using school buses, driving to and from the program, or walking.

Model Safe Behaviors : Staff establish nurturing, positive relationships by demonstrating safe behaviors and encouraging other adults and children to try them.

Teach Families about Safety : Staff engage families about safety issues and partner with them about how to reduce risks to prevent injuries that occur in the home. Specific Risks for Injury Child injuries are preventable, yet 8, children from years died from injuries in the US in Using data from , the CDC determined that: For children less than 1 year of age, two—thirds of injury deaths were due to suffocation.

Drowning was the leading cause of injury death between 1 and 4 years of age. Falls were the leading cause of nonfatal injury for all age groups of less than 15 years of age. For children ages 0 to 9, the next two leading causes were being struck by or against an object and animal bites or insect stings.

Rates for fires or burns and drowning were highest for children 4 years and younger. Table 2. Have children stay seated while eating Cut food into small bites Ensure children only have access to age-appropriate toys and materials 57 , 58 Drowning Make sure caregivers are trained in CPR Fence off pools; gates should be self-closing and self-latching Supervise children in or near water 59 Inspect for any standing water indoors or outdoors that is an inch or deeper.

Teach children water safety behaviors. Use child-proof plugs in outlets and supervise all electrical appliance usage. Pedestrian Do not allow children under 10 to walk near traffic without an adult Increase the number of supervising adults when walking near traffic Teach children about safety including: Walking on the sidewalk Not assuming vehicles see you or will stop Crossing only in crosswalks Looking both ways before crossing Never playing in the road Not crossing a road without an adult Supervise children near all roadways and model safe behavior 66 Motor-vehicle Children should still be safely restrained in a five-point harnessed car seat Children should be in back seat Children should not be seated in front of an airbag Creating a Safety Plan Early care and education programs have an obligation to ensure that children in their care are in healthy and safe environments and that policies and procedures that protect children are in place.

These should document: Who was involved in each injury? What happened? What was the cause? What was the severity of each injury? When did each injury occur? Who — e. What treatment was provided?

How was the incident handled by staff? How could each injury have been prevented? What will be done in the future to prevent similar injuries? It is important to keep these reports to analyze them to: identify location s for high risk of injury.

pinpoint systems and services that need to be strengthened. develop corrective action plans incorporate safety and injury prevention into ongoing-monitoring activities. Step One — Identify High-Risk Injury Locations Create a map of the classroom, center, or playground area.

Make the map as accurate as possible. Look at the severity of the injuries. Identify where most incidents occur. Develop an action plan to correct the problem areas you identified.

Identify the steps, the individuals responsible, and the dates for completion. Create a plan for sharing the corrective action plan with staff and families. Engineering involves creating safe products and environments that reduce the risk of injury.

Finally, enforcement ensures that safety regulations are followed to help prevent workplace injuries from occurring. By incorporating these three Es into your organization, you can help reduce the risk of injury and keep your team safe.

Education focuses on raising injury awareness and promoting safe practices to minimize the risk of injury. Employers must educate workers about potential workplace hazards while offering advice on how to avoid them.

Every work environment will have its hazards. A hazard is broadly defined as something that can cause injury. Unfortunately, employees often overlook common hazards in the workplace, leading to possible injury and illness.

This is why safety training and education are necessary; they teach workers about these hazards and how to avoid them. Third-party safety companies like Safety By Design can educate your team on various health and safety topics. Engineering encourages using products and equipment to reduce the risk of injury.

For example, all company vehicles and machinery must be current on safety inspections and well-maintained. Additionally, workers must be provided with the proper safety equipment, and it must be checked regularly. Education alone will not prevent or lessen the frequency of injuries!

As the name suggests, enforcement is all about promoting the implementation of injury prevention protocols. Employers must create workplace safety guidelines to protect employees from harm.

Additionally, there are often state and federal safety guidelines that workers must follow. For example, the Occupational Safety and Health Administration has unique standards that employers and workers must adhere to.

Enforcement focuses on compliance with all safety-related rules.