By the time they are preschool-aged, children are more independent in their play and their ability to meet their own needs. They focus on learning rules and routines to know what is safe and appropriate. Their constant dialogue with peers and caregivers helps them to form specific ideas about what is safe and why.
Preschoolers move and play with ease. Climbing, running, and jumping are still favorite activities, and they are becoming much better at them. Many children also begin to pedal tricycles, play sports, and attempt more difficult climbing equipment. Their stronger motor skills give them the confidence to constantly try new things. During these years, preschoolers challenge themselves and develop a better understanding of the consequences of their actions. This trial-and-error approach complements the structure and rules teachers and families provide.
Preschoolers' growing cognitive and language abilities help them identify and avoid risks. Some children are able to talk about the challenges they would like to take with teachers and family members, while others are more likely to act impulsively. Many children this age are able to discuss safety rules for their classrooms, homes, or communities. They may ask why something happens or why a certain rule exists. When preschoolers question the rules, teachers can help them understand the possible consequences of not following the rules. Through these conversations, preschoolers learn to identify guidelines that will help them make safe choices.
Depending on a preschooler's temperament, some may question and test every rule. Others may be more cautious and will follow the rules they are given. Preschoolers also may take on a leadership role by offering warnings and praise to their peers and younger children as they begin to understand what is safe and why.
Preschoolers are active learners. Teachers who talk with children about rules and routines help them to make safe choices.
What to do:
Closely watch, engage, and redirect preschoolers to create safe learning opportunities. Teachers use active supervision with preschoolers at all times. Active supervision includes these six strategies:
Why it works:
Preschool children engage in understanding the world beyond their home and family through developing rules and routines. Their natural excitement about new things may lead them to take risks. While their judgment is improving, they may not always make good choices. Teachers who constantly observe preschoolers are careful to engage them in safe activities and redirect them when necessary. They also help preschoolers learn and create rules and routines to prevent injuries.
What to do:
Create indoor spaces with age-appropriate furniture. Use safety locks and gates to allow preschoolers to explore safely. Avoid furniture that obstructs a clear line of vision and prevents caregivers from seeing and hearing children at all times. In outdoor play spaces, use playground equipment that is appropriate for preschoolers. Use page seven of the Public Playground Safety Handbook [PDF, 1.3MB] to find safe equipment.
Why it works:
Preschoolers continue to challenge themselves and learn the rules about what is safe. Safety locks and gates guard against unsafe exploration. Furniture that is waist-high allows caregivers to see and hear everything that is happening in the room, regardless of whether they are sitting or standing.
Preschoolers' growing confidence may cause them to take on challenges on the playground. They have some sense of danger, but still may want to try things that are beyond their ability. By creating a developmentally appropriate playground and providing active supervision, preschoolers can engage in risk taking safely and practice new or emerging skills while learning safety rules.
What to do:
Conduct safety inspections on indoor and outdoor environments before using them and remove any hazards.
Why it works:
Preschoolers have more confidence because they have more control over their bodies. They are likely to take on greater challenges. By consistently using safety checklists to conduct safety inspections of equipment and materials in their environments, teachers are always aware of the condition of the materials and equipment that children use and can address a problem before someone is injured.
What to do:
Place cleaning products and medications in locked cabinets out of preschoolers' reach. Store staff coats, purses, and bags in closets or outside the classroom.
Why it works:
Preschoolers continue to explore their environment by testing out the unknown. Preschoolers who find a bottle of chemicals might try to use it or may spill it onto their skin. They may try to open a medication bottle and take the medication. These actions could burn or poison the child. Storing all poisons in a locked area and keeping personal belongings out of reach protect children from injury. Furthermore, talking to preschoolers about why unsafe materials need to be kept out of reach and locked away will help them learn why certain products are unsafe.
What to do:
For young preschoolers who are still wearing diapers, keep a hand near them to prevent falls from changing stations. Sturdy step stools can help them climb onto changing tables safely. You also may want to change children while they are standing.
Why it works:
Young preschoolers may wear training pants or diapers because they are still learning how to use the toilet. During diapering, they may try to jump or climb on or off of the changing table. By keeping a hand on young preschoolers, using a step stool, or changing children while they are standing, teachers can keep them from falling.
What to do:
Provide adult supervision of bathroom activities.
Why it works:
Over time, preschoolers are able to toilet themselves and become more independent in their toileting habits. However, there are many hazards in the bathroom that require adult supervision. Children also may want to explore and play in the bathroom, so they require adult supervision to prevent injuries.
What to do:
Teach preschool children how to use cups, spoons, and forks safely.
Why it works:
Preschoolers use various eating utensils with their meals. Their love of imaginative play may cause them to want to use a utensil as a toy, leading to unsafe behaviors at the table. When teachers sit with children during family style eating, they promote healthy and safe mealtime behaviors.
What to do:
Provide age-appropriate, washable child-sized cots or mats for naptime.
Why it works:
Cots or mats are close to or on the ground to prevent falls. Cots and bedding need to be washable to maintain a healthy sleep environment. Refer to Caring for Our Children from the National Resource Center for Health and Safety in Child Care and Early Education ( CFOC ) Standard 5.4.5.1: Sleeping Equipment and Supplies for more details.
What to do:
Use child sized equipment and materials that are appropriate for preschoolers. See CFOC Standard 2.1.3.3., "Selection of Equipment for Three- to Five-Year-Olds." Regularly monitor the U.S. Consumer Product Safety Commission’s website for safe equipment and materials: http://www.cpsc.gov/. Additionally, talking with children about using equipment and materials safely teaches them healthy and safe habits.
Why it works:
Preschoolers are developing confidence in their abilities and may want to use items that are not age appropriate. Ensuring that they have materials that are safe for use by children of their age will reduce the likelihood of injury.
What to do:
Teach preschool children how to use scissors and other tools safely. For example, "Scissors need to be held closed with the loops out when passing them to a friend."
Why it works:
Preschoolers use a variety of tools for projects and play. By offering clear instruction and rules for using equipment and materials, caregivers make it possible for them to engage safely in new kinds of activities. Learning these rules helps children know how to interact with similar items in other settings as well, ensuring their safety beyond the program.
What to do:
Teach preschoolers how to use balls, sand tables, and other outdoor equipment. Encourage them to request help if they want assistance when using a climbing structure. Teach preschoolers to use helmets and safety gear when riding tricycles, bicycles, scooters, big wheels, and other riding toys. Refer to the CFOC Appendices for information on fitting helmets properly. Remember, helmets for riding toys should not be worn on playground equipment.
Why it works:
Preschoolers use a variety of equipment and materials for outdoor play. Their increasing mastery of their body allows them to use riding toys with ease. Wearing helmets, pads, and other equipment will help to keep them safe from falls, bumps, and bruises. It also provides early modeling to encourage children to wear safety gear to protect them from injury when they are old enough to join a sports team. It's important to remember, however, that wearing a bicycle helmet when playing on playground equipment poses a strangulation hazard.
By offering clear rules and active supervision, caregivers make it possible for preschoolers to engage safely in a range of activities. Learning safety rules will help them as they play in other outdoor spaces at home and in the community, as well.
What to do:
Offer basic instruction in walking on sidewalks and crossing streets, including looking both ways before crossing and holding hands with an adult. For additional tips, lessons, and teaching strategies, see: http://www.safekids.org/safety-basics/little-kids/on-the-way/pedestrian-safety.html.
Why it works:
Preschoolers explore the world outside their homes and classrooms by taking trips with their families. They have opportunities to walk to the neighborhood park, school, and other community locations. Pedestrian safety guidelines allow them to become more independent while teaching them to explore safely. It can be difficult for drivers and cyclists to see them. Therefore, preschoolers need to understand pedestrian safety and learn how to follow rules in order to avoid risks that could place them in danger.