Sample essay on safety and first aid for preschool children

Safety protection is always the first line of defense with a much higher priority than first aid, and first aid abilities that have been honed through repeated practical operations are the final bottom line for children to avoid risks. There are never unified standards for these two things. They must be flexibly adjusted based on the scene and the individual characteristics of the child. Rote memorization of standards may cause problems.

To be honest, I had no idea about this sentence when I first joined the job. When I was taking the child care certificate test, I memorized a whole safety regulation, thinking that if I followed the rules, I would be right. It wasn’t until I encountered the middle class Haohao who got his throat stuck after eating longan that I realized how far the book was from reality. That afternoon, when we were eating extra snacks, Haohao took advantage of me to turn around and pass tissues to other children and stuffed a longan into his mouth. When I turned around, I saw that his face was red from holding back, and he was holding his neck and coughing. My first reaction was to pat his back according to the previous procedure. The Heimlich maneuver was prepared, and the health care doctor who was on duty next to me grabbed me - she heard Haohao still making a small coughing sound, saying that the airway was not completely blocked, so let him cough on his own first, blindly exerting force may push the longan core deeper. After waiting like this for half a minute, he coughed up the core with a loud sound, cried twice and then everything was fine. Later, I attended an industry salon and learned that there are currently two mainstream views in the industry on the treatment of foreign bodies in the airway of young children: One group advocates starting the Heimlich maneuver as soon as a throat obstruction is discovered to seize the golden first aid time. ； The other group insists on first assessing the degree of obstruction. As long as the child is conscious, able to cough and make sounds, priority is given to encouraging spontaneous discharge to avoid secondary injuries caused by improper operation. Both views are supported by clinical cases, and there is no absolute right or wrong. The current treatment principle of our kindergarten is to prepare both plans, assess first and then act, and never follow a rigid process.

Compared with emergencies that can be seen at a glance like a stuck throat, more safety risks are actually hidden in the nooks and crannies of daily life, and sometimes you can't prevent them. During an activity in the art area last month, I just turned around and handed the glue stick to the children when I saw Duoduo holding up child safety scissors to cut her own bangs. The tip of the scissors was less than one centimeter away from her ears. When I rushed over to take the scissors off, the sweat on my back soaked the garden uniform. After communicating with the parents afterwards, the attitudes of the parents on both sides were completely different: Duoduo’s mother felt that we should not bring scissors to our children, but should take away all sharp things to give our children an absolutely safe environment. ； On the contrary, Duoduo's father said it was okay and let her do the handiwork at home. Only small bumps will make her memory grow. This is actually a direction that is highly controversial in the field of preschool safety: one group adheres to the "zero risk principle" and tries to eliminate all potential dangers as much as possible to prevent children from suffering any harm. ； The other group advocates "experiential safety education" and believes that appropriately exposing children to low-risk things, such as touching 40-degree warm water and knowing it's hot, or dropping them and knowing it hurts, can build a stronger safety awareness. Our kindergarten is also taking a middle-of-the-road approach. We will not take away the round-headed scissors in the art area, nor will we completely hide the hot water bottle from the children. We will just repeatedly explain the rules before each use, and the teacher will monitor the whole process. We will neither let the child suffer substantial harm nor let him have no chance of exposure to risks. After all, you cannot follow a child for a lifetime. You may encounter scissors and hot water at home and outside. If you have not touched them at all, it will be more likely to cause accidents.

Many people think that learning Heimlich and CPR means they know how to do first aid. Only when they actually do this job do they realize that this is not the case at all. Last time, a trainee teacher saw a child in the small class fall down the steps of the slide. He rushed up to pick up the child and comfort him, but was stopped by the health care doctor on the spot. After the fall, he must first observe whether the child is conscious, whether there is vomiting, and whether the limbs can move normally. If there is a skull fracture or concussion, picking him up and shaking him a few times may worsen the injury. I had memorized this knowledge point many times when I was taking the first aid certificate exam. When I encountered a child falling on his head for the first time, my first reaction was to go up and hug him. It was only after practicing dozens of simulated scenarios with a health care doctor that I got over this instinctive reaction. There is also first aid for children with allergies. It is not enough to know how to inject epinephrine pen. Children of different weights have different dosages, and the angle and strength of the injection are particular. Every quarter, we practice with simulators of different weights. In the last drill, I gave the pen to a 3-year-old simulator. I pressed lightly and did not fully push the liquid in. I was scolded by the health doctor. To be honest, this was a fatal mistake.

A while ago, I organized a middle school class to go to the park to study. A child stepped into the shallow water of the landscape pool. The water only reached his ankles. He slipped and sat on his feet, and his head fell into the water without making a sound. I was only two meters away from him, and I didn't notice anything unusual at first. It was only when the child next to me shouted, "Teacher, he is in the water" that I realized. When I pulled him up, his face turned red. Later, I checked the information and found out that many drownings in young children are "silent drowning". Children can't flutter or shout, and can choke on water in a few seconds. I posted this in a parent group, and some parents said that I was making a fuss out of a molehill, thinking, "What could happen if I'm standing nearby?" You see, even with such basic safety knowledge, different people's perceptions vary greatly.

The longer I work in this industry, the less I dare to say that I have a thorough understanding of safety and first aid. Every time I participate in industry training, I encounter new cases and new controversial views, and I no longer hold the standard card like I did when I first joined the job. After all, each child's reaction speed and movement ability are different, and the situations they encounter are also all kinds of strange. All you can do is to pay more attention to the risks in nooks and crannies, practice first aid skills several times until they become familiar with them and form muscle memory, and give your children an extra layer of safety. That is enough.