Define Building and Physical Premises Safety. #4871


Define Building and Physical Premises Safety.

Learn about building and physical premises safety in early childhood education and child care centers. Understand the importance of creating a secure and safe environment for children through defining building and physical premises safety measures.

Trainings incorporating this outcome


6 hours courses
IACET accredited logo 0.6 CEUs
online
4.3/5
$55

1 hours courses

Related Outcomes

  1. Define Building and Physical Premises Safety
  2. Identify safety considerations for building, physical premises, and transportation and plan for emergency response.
  3. Identify potential building and physical premises hazards and ways to protect from hazards.
  4. Define strategies for transportation and field trip safety.
  5. Identify regulations as it pertains to the physical plant, playground, and water safety guidelines.
  6. Define active play in the early childhood classroom and describe its benefits for young children.
  7. Define the similarities between major theories.
  8. Distinguish appropriate indoor safety concerns
  9. Identify resources addressing health, safety and nutrition topics (CPR, 911, CDC, WIC, Poison Control)
  10. Identify factors that influence learning in a child's physical environment.
  11. Identify important safety procedures when transporting children
  12. Give examples of ways for families to be included and represented in the classroom, even when they are not physically present.
  13. Demonstrate an understanding of developmentally appropriate practices for infants and toddlers with developmental, emotional, cognitive, language and/or physical needs
  14. Define differentiated instruction in early childhood education and describe how it may look in the classroom.
  15. Identify appropriate practices for identify and demonstrate an children: Define Developmentally Appropriate Practice
  16. Demonstrate understand developmentally appropriate practices for school-age children with developmental, emotional, cognitive, language and/or physical needs
  17. List safety risks for infants and toddlers and strategies to diminish these risks.
  18. Define what transition times are and when they occur during the day in the classroom
  19. Teachers will demonstrate a variety of ways for families to be represented in their classrooms when they are not physically present.
  20. Explain safety guidelines involved when planning sensory activities for young children.

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