Emergency Preparedness

Transcription

1 1 Emergency Preparedness Parents and society expect their children to be in a safe environment while in the care of child care programs. However, emergencies and disasters do occur in these settings and child care providers need to plan and be prepared when such events happen. A variety of emergencies can take place. Medical emergencies can vary from an injury on the playground to choking on a piece of food.

2 2 Emergency Preparedness Natural disasters can occur without warning such as an earthquake or can quickly become dangerous such as a flood. And there is the human- or faulty equipment-initiated emergency such as a fire or a missing child. Emergencies can also happen while in route to a field trip or play activities, so appropriate measures and procedures need to be in place.

3 3 Disaster Plan The model plan was developed by the Snohomish County Health District Partners in Child Care. It s purpose is to give child care center personnel step-by-step procedures for responding to emergency situations during the first 30 minutes of the disaster. If staff are able to follow the instructions in the order they are written, it will help them to know what to do in each type of disaster or crisis.

4 4 Disaster Plan All staff should be trained annually on the disaster plan at their child care program. You are also required to have written documentation that parents have read and reviewed your disaster plan upon enrollment.

5 5 Disaster Plan The disaster plan should be: Specific to the child care center A disaster plan is required to cover all possible emergencies in a child care center. Relevant to the types of disasters that might occur in the location of your child care center Able to be implemented during hours of operation Posted in every classroom for easy access by parents and staff

6 6 Evacuation The routine practice of emergency evacuation plans fosters calm, competent use of the plan in the event of an emergency or disaster. In the event of a fire, staff members and children should be able to get at least 50 feet away from the building or structure.

7 7 Evacuation If the children cannot return to their usual building, a suitable shelter containing all items necessary for child care must be available where the children can safely remain until their parents come for them. An evacuation plan should take into consideration all available open areas to which staff and children can safely retreat in an emergency.

8 8 Evacuation Use of Daily Roster During Evacuation Drills The center director or his/her designee must use a daily class roster in checking the evacuation and return to a safe space for ongoing care of all children and staff members in attendance during an evacuation drill. Caregivers must count to be sure that all children are safely evacuated and returned to a safe space for ongoing care during an evacuation drill. Use of a roster ensures that all children are accounted for. Evacuation of the usual child care facility is only the first step.

9 9 Evacuation Children and staff must have a safe and appropriately supplied place of refuge where children can receive care until parents can arrive to provide care for their children. Parents should be informed in advance of the location of this alternate site so that in an emergency, they can go directly there instead of needing to search for their children during a crisis.

10 10 Evacuation You must keep the twelve month record indicating the date and time you conducted the required monthly fire evacuation drills on-site for the current year plus the previous calendar year.

11 11 Evacuation You must post a simple diagram of the center showing routes for getting different groups of children out of the building and where they are to gather outside. These evacuation diagrams must be posted in each room by the exits and in hallways.

12 12 Fire Safety If smoke detectors are battery powered, change batteries when indicated. To promote fire safety, check the center regularly for fire hazards. The best protection against fires is prevention. For instance, store matches where children cannot reach them and accidentally start fires. As a child care professional, you need to find and correct fire hazards. Smoke alarms must be checked at least once each month to make sure they are working.

13 13 Fire Safety Fire drills must be conducted and documented monthly. Practice fire and evacuation drills at different times of the day using alternate exits. In a real emergency, you may have to be outside for several hours until the building can be deemed safe to return. It is recommended that you keep an emergency kit by the door, which includes all the emergency information for the children, blankets, treats, and things to do to keep them occupied.

14 14 Fire Safety If the fire department must come to evaluate your building it may take several hours. It might be better to have parents come and retrieve their children. Staff and children should not always have advanced warning of fire drills. Children need to practice: Keeping ears uncovered and keeping quiet so they can listen to instructions from staff about where to exit Exiting quietly and calmly Lining up quietly outside away from the building Waiting for the announcement that they can go back inside

15 15 Fire Safety When the fire alarm sounds, different center staff should be assigned to attend to the following: Leading the groups from the building to designated areas and supervising them Getting the attendance records so it can be confirmed that all children are out of the building Closing doors and windows Checking all areas of the building, including bathrooms, where a child might be left behind

16 16 Fire Safety If your center serves non-ambulatory children, you must develop a safe method to evacuate them in an emergency. In centers caring for children with special needs that affect their mobility you may need extra staff at all times to safely evacuate the children in a timely manner.

17 17 Fire Safety Caregivers should discuss with the children how their lives are more important than any possessions. Explain to the children why they should get out of the building immediately, and NOT put their shoes on, go to get their coat or race to their cubby to get something.

18 18 Fire Safety Caregivers can cover other aspects of fire safety with children in appropriate age groups, such as: How to stop, drop, and roll if their clothing is on fire How to crawl on their hands and knees if a room is full of smoke How to feel a doorknob for heat before opening the door How it is important to have an emergency evacuation procedure at home, not just at the center

19 19 Weather or Disaster Emergencies Blizzards, hurricanes, floods, electrical storms, tornadoes, and earthquakes are examples of weather or disaster emergencies. All these conditions pose safety threats for the children and staff. Therefore, it is important to have an emergency plan for possible weather or disaster emergencies. The plans will depend on the geographical area in which you are located. Disaster drills must be practiced and documented quarterly.

20 20 Weather or Disaster Emergencies In some weather emergencies, the child care program may be closed. A plan should be in place for notifying parents of such an emergency. Special arrangements may need to be made for transporting the children. Be prepared for emergencies. Always keep battery-operated flashlights and a radio in a convenient spot. For emergencies, blankets, water, food, and a first aid kit should also be available.

21 21 Missing Child Many instances have been reported where a child has hidden when the group was moving to another location, or where the child wandered off when a door was opened for another purpose. Counting children routinely is without substitute in assuring that a child has not slipped into an unobserved location.

22 22 Missing Child Caregivers should record the count on an attendance sheet or on a pocket card, along with notations of any children joining or leaving the group. Caregivers should do the counts before the group leaves an area and when the group enters a new area. The facility should assign and reassign counting responsibility as needed to maintain a counting routine. Facilities might consider counting systems such as using a reminder tone on a watch or musical clock that sounds at timed intervals (about every 15 minutes) to help the staff remember to count.

23 23 Missing Child Older preschool children and school-age children may use toilet facilities without direct visual observation. The staff should assess the setting to ascertain how the ability to see and hear child activities might be improved. The use of devices such as convex mirrors to assure visibility around corners. Baby monitors for older preschool and school-age children, who use the toilet by themselves, may be considered.

24 24 Missing Child Facilities might also consider the use of surveillance devices or systems placed strategically in areas where they might contribute further to child safety. In addition, these systems are beneficial because they can allow parents to observe the facility; and caregivers can use them as support in the event of an accusation of abuse.

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