Handbook

The Royal Children’s Hospital









Child Safety

Handbook Edition 4

A guide to injury prevention for parents of 6 – 12 year olds

Thank you.

The Royal Children’s Hospital Safety Centre acknowledges

the generous contribution from AquaMax to the production

of this Child Safety Handbook. One of the many ways AquaMax

is helping the community. AquaMax has been a major sponsor

of the Safety Centre for over a decade. We thank AquaMax for its

ongoing support in keeping children safe.

Child Safety

Child Safety

Handbook

ACKNOWLEDGMENTS

Acknowledgements Handbook

The Royal Children’s Hospital Safety Centre could not have compiled this book without the

many contributors mentioned in each section.

We would like to sincerely thank the contributors for sharing their resources, experience

and expertise so willingly.

The Department of Education, Catholic Education Office and Association of Independent

Schools of Victoria have assisted us greatly in the initial planning stages of the book and then

later checking and approving content. For this we thank them.

Thank you to Jocelyn Bell for allowing us to use her illustrations and Judy Rutledge-Smith

for the front cover.

We are very grateful to all the businesses that have supported our work through advertising

in this book. Their contribution has enabled us to provide this resource and to continue our

work in promoting interventions to reduce unintentional injury.

Finally we would like to thank the publisher for presenting us with this opportunity and

strongly supporting our work in keeping children safe.

Copyright

Barbara Minuzzo and Helen Rowan of The Royal Children’s Hospital Safety Centre, located in Parkville,

This publication is the copyright

Victoria. Other than for the purposes and subject to the conditions prescribed under the Copyright

Safety Centre

The RoyalAct 1968 as amended, no part of this book in any form or by any means may be reproduced, stored in

Children’s Hospital

a retrieval system or transmitted without prior written permission. Enquiries should be addressed to

February 2008 Rowan, Safety Centre, The Royal Children’s Hospital, Flemington Road, Parkville.

Helen



Disclaimer

Whilst appreciable care has been taken in the preparation of the material included in this publication,

Barbara Minuzzo and Helen Rowan may contain errors and the interpretation of methods explained in

readers must appreciate that the text

Copyright the publication is consistent with current technology and thinking but if a new technique is developed

Safety Centre

then this interpretation may be

This Royal Children’s Hospital obsolete.

The publication is the copyright of The Royal Children’s Hospital Safety Centre, located in Parkville,

Users than publication must appreciate that to the conditions prescribed care in the Copyright

Victoria. Other of this for the purposes and subject whilst authors have taken all due under the preparation

February 2008

as amended, no part it this not constitute form or by any means may particular situation

Act 1968 of the material included,of does book in any medical advice in relation to anybe reproduced, stored in

and if there is a problem, appropriate medical advice must be sought. The authors, nor The Royal

system or transmitted any responsibility to persons who may act on any should be addressed to

a retrievalChildren’s Hospital, acceptwithout prior written permission. Enquiries thing written in this

Helen Rowan, Safety Centre, The Royal Children’s Hospital, Flemington Road, Parkville.

Handbook.



Disclaimer

Whilst appreciable care has been taken in the preparation of the material included in this publication,

readers must appreciate that the text may contain errors and the interpretation of methods explained in

the publication is consistent with current technology and thinking but if a new technique is developed

then this interpretation may be obsolete.

care in the preparation

Users of this publication must appreciate that whilst authors have taken all dueChild Safety Handbook 1

of the material included, it does not constitute medical advice in relation to any particular situation

and if there is a problem, appropriate medical advice must be sought. The authors, nor The Royal

Children’s Hospital, accept any responsibility to persons who may act on any thing written in this

Handbook.

2 Child Safety Handbook





Child Safety Handbook i

Emergency Numbers

Ambulance, Fire, Police (24 hours) 000



Child Protection Crisis Line (24 hours) 131 278



Direct Line (24 hour Drug & Alcohol counselling

and referral) Freecall 1800 888 236



Kids Help Line (24 hour telephone and online counselling

for 5 to 18 year olds) Freecall 1800 551 800



Lifeline (24 hour telephone counselling and referral) 131 114



Parent Line (24 hour helpline) 132 289



Poisons Information Line (24 hours) 131 126



Suicide Help Line (24 hour helpline) 1300 651 251



Nurse on Call 1300 60 60 24









ii Child Safety Handbook Child Safety Handbook 3

The Safety Centre at

The Royal Children’s

Hospital, Melbourne

The Safety Centre is an affiliate Safe available for visitors, by mail, email and fax or

Community Support Centre recognised by on our website: www.rch.org.au/safetycentre.

the World Health Organization (WHO). The This information may be in the form of

Safety Centre’s mission is to reduce uninten- brochures, information sheets, booklets and

tional death and injury by supporting com- posters. Information is also available in many

munities to improve health, safety and well- community languages.

being.

The Safety Centre aims to reduce acciden- Education Programs and Services

tal injury through: The Safety Centre’s trained safety consultants

• Information and advice; conduct education sessions by appointment

• Education programs and services; each weekday. The majority of participants

• Approved safety products for sale; are parents, many from the Maternal and

• Media campaigns; Child Health Centre first mothers groups.

• Support for legislative reform; Workshops and seminars are also conduct-

• Support for improved product and envi- ed regularly. These are specifically tailored

ronmental design. for groups such as family day care providers

and carers, community outreach workers,

SAFETY CENTRE SERVICES safety and health promotion students, child-

AND RESOURCES care students and secondary school students.

Telephone Advisory Service Multi-lingual peer education programs are

The Safety Centre provides trained and also available.

experienced safety consultants to respond to The Resource Centre for Child Health

information requests from the general public and Safety

by telephone, fax or email. The Resource Centre for Child Health and

Many information requests are handled each Safety (CHAS) at The Royal Children’s

day from people such as parents, carers, health Hospital is a parent resource centre open to

professionals, teachers and students. the public. The Centre retails books for par-

Advice frequently requested includes ents, medical texts and home safety products.

information on car restraints, kitchen and

The Centre is part of the Family Services

bathroom safety, guidelines for purchasing

Department, which also includes the Safety

nursery furniture, toy safety and outdoor

Centre, the Family Resource Centre and the

safety. Referral is often made to many other

Volunteer Service.

safety promotion organisations that provide

The Resource Centre for Child Health and

specific support and resources.

Safety (CHAS) is located on the first floor of

This service is available Monday-Friday,

the main building in The Royal Children’s

telephone (03) 9345 5085.

Hospital and is open to the public Monday to

Information and Advice Friday 9am-4.30pm (excluding public holi-

Information to support advice given is readily days and the Christmas break).

4 Child Safety Handbook Child Safety Handbook iii

THE SAFETY CENTRE AT THE ROYAL CHILDREN’S HOSPITAL

the SAFetY CeNtRe At the ROYAL ChILDReN’S hOSPItAL



The Centre provides: charge. Books are not available for loan.

• A range of approved books for purchase • Maps, transport information and travel

on parenting children and adolescents, claim forms for visitors beyond the city of

disabilities, specific illnesses, death, grief Melbourne.

and sexuality. These include medical and Other resources:

parenting books written by The Royal • A wide range of safety products are installed

Children’s Hospital staff. or displayed in the Family Resource Centre.

• A range of home safety products for pur- Visitors can complete a ‘Self Guided Tour

chase to assist in preventing serious injury to Safety Products’. Please call first to

to children. Products include cupboard arrange this on (03) 9345 4662.

and drawer locks, electrical and fire safety • Families with special needs children or

products and first aid kits. those wanting individual advice on home

• A range of paediatric textbooks for pur- safety are welcome to make an appoint-

chase by medical and nursing staff. ment with a safety consultant in the Safety

• A mail order service available worldwide Centre. Telephone (03) 9345 5085.

for the purchase of books and safety prod-

ucts by credit card. Postage and handling For further information contact:

costs apply. A catalogue and order forms The Royal Children’s Hospital Safety Centre

are available. Flemington Road

• A limited health information service by Parkville VIC 3052

phone, fax or email. It must be emphasised Telephone: (03) 9345 5085

that the staff are not able to provide advice Fax: (03) 9345 5086

or interpret medical information about a Email: safety.centre@rch.org.au

diagnosis. This is best done by the treating Website: www.rch.org.au/safetycentre

doctor. Phone information is also avail- Resource Centre for Child Health and Safety

able about a range of The Royal Children’s Open to the public Mon-Fri 9am-4.30pm

Located on the mezzanine floor

Hospital services and how to access these.

Level One

• A rare diseases database for more detailed The Royal Children’s Hospital

information on childhood diseases. Telephone: (03) 9345 6429

• Contact details for more than 200 Victorian Fax: (03) 9345 6120

support groups and other community Email: chic.bookshop@rch.org.au

organisations. Website: www.rch.org.au/chas

• A small medical reference section with

photocopy services available for a small









iv Child Safety Handbook Child Safety Handbook 5

Contents

1. ACKNOWLEDGMENTS 2

i

2. EMERGENCY NUMBERS 3

ii

3. THE SAFETY CENTRE AT THE ROYAL CHILDREN’S HOSPITAL, MELBOURNE 4

iii

4. INTRODUCTION 1

9

Profile to unintentional injury among 10-12 years olds, Victoria 2003

5. ROAD SAFETY 3

15

Travelling safely to and from school on foot

Travelling safely to and from school by car

Travelling safely to and from school by bus

Travelling safely to and from school by bike

6. WATER SAFETY 9

26

At the beach – always swim between the flags

Inland waters – check it’s OK to swim

Pools – never take your eyes off

Water survival – remain calm to survive

Boating safety – safe boating is no accident

7. PLAYGROUND SAFETY 14

33

The importance of outdoor play space

Risk, challenge and supervision for playground safety

Quality in playground safety

8. SAFETY IN SPORT AND RECREATION 20

41

Safety in sport – Smartplay

Safety with in-line skates, skateboards, scooters and roller skates

9. SUNSMART 24

47

Protecting children from the sun – being SunSmart

10. FIRE SAFETY IN THE HOME 29

54

Planning in the event of a fire

11. RURAL FIRE SAFETY 31

57

Radiant Heat – the killer in a bushfire

12. CHILD SAFETY ON FARMS 33

60

Checklist for a safe place to play

13. VENOMOUS CREATURES 36

64

Snakes and snakebite

Spider and insect bites

Marine creatures

6 Child Safety Handbook Child Safety Handbook v

CONteNtS CONTENTS



14. DOGS ‘N’ KIDS 40

70

Minimising the risk of dog bites

Responsibilities of dog owners

Learning how to get along together

Health issues affecting dogs ‘n’ kids

15. SAFETY AT HOME 47

80

Poisoning prevention

Bunk beds

Electrical hazards around the home

Scalds prevention

16. PREPARING FOR EMERGENCIES 86

52

Basic first aid

Burns and scalds

Choking

Safety in the water

Poisoning

17. SAFE RETRIEVAL AND DISPOSAL OF NEEDLES AND SYRINGES 56

92

18. SEVERE ALLERGIES IN CHILDREN 57

94

Anaphylaxis in schools

19. CHILDREN WITH ASTHMA 58

96

Key messages and first aid for asthma

20. THE SAFETY HOUSE PROGRAM 60

98

What is the Safety House Program?

Safety House information for children

Safety at public events

Safety on public transport

21. RESPONSIBILITY AND INDEPENDENCE FOR OLDER CHILDREN 63

102

Guidelines to assist parents

22. PROTECTIVE BEHAVIOURS FOR CHILDREN 64

104

Discussing safety with your child

23. CHILDREN AND THE INTERNET 67

107

What are my children doing online?

Internet advice for families

Who is NetAlert?









vi Child Safety Handbook Child Safety Handbook 7

Introduction

The Safety Centre at The Royal Children’s protocols must be communicated in writing

Hospital, Melbourne has compiled this book and discussed with the relevant people.

with the support and expertise of the many

contributors named in each section. Resources for Parents and Teachers

The book is for parents of young children, Many parent support groups have also devel-

but we hope children and their teachers also oped excellent resources for parents and

find the contents of interest. We are particu- teachers, including conditions such as cystic

larly targeting 10-12 year old children as they fibrosis, diabetes, epilepsy and Crohn’s dis-

head towards secondary school. Some chil- ease. The Royal Children’s Hospital Support

dren will then take on greater independence Group Directory lists many of these groups

on their website www.rch.org.au/chas.

especially when enjoying outdoor recreation-

The A-Z guide for parents is a booklet pro-

al activities or travelling to and from school.

vided by the Department of Education to all

Although there are many other relevant

new school children each year.

issues for parents of upper primary school stu-

dents, we have not attempted to address each PROFILE TO UNINTENTIONAL INJURY

one. Instead we have kept within the bounda- AMONG 10-12 YEAR OLDS

ries of our work in the Safety Centre by focuss- Prepared by the Victorian Injury

ing on the prevention of unintentional injury. Surveillance Unit based at the Monash

The contributors in this book have written University Accident Research Centre.

each section independently so this is why each

has a style of its own. The contributors are rec- Injury deaths, 2004

ognised in their field of expertise and we again Among Victorian children aged 10-12 years

acknowledge their input. there were five deaths due to accidental

We have tried to link each section within a injury during 2004. All of these deaths were

consistent framework with messages for par- transport related.

ents (and some for children), resources for There were also 2,500 hospital admissions

teachers and parents, plus further contacts and 11,532 Emergency Department presen-

for more information. tations for this same age group during 2004.

The chapters are presented in a priority Injury hospital admissions, 2004

order to reflect the major causes of death and Causes (mechanisms) of injury hospital

injury in this age group. admissions

The Health of Young Children • The major cause of injury hospital admissions

During this developmental stage among chil- in 2004 was falls (49%), followed by transport,

dren, there is a range of health conditions including bicycle injury (22%), hit/struck/

and disabilities that may impact on their crush (12%) and cutting piercing (5%).

capacity to participate in sport and leisure • Falls were commonly during sport, mostly

activities and place children at potential risk football, soccer and basketball (35% of falls)

of injury. These issues may also make chil- and from playground equipment (17%).

dren more vulnerable to bullying and place • Transport mechanisms consisted of bicycles

their personal safety at risk. (59%), motorcycle riders (20%).

Place of occurrence (location) of injury

Chronic Illness and Disability in Children hospital admissions

A chronic illness may result in children having The location was unspecified in more than

to follow treatment protocols and take medi- half (52%) of all injury hospital admis-

cation to assist their wellbeing, but this may sions recorded in 2004. Injuries resulting in

also have side effects. It is critical to the safety admission mostly occurred at school (31%),

of your child that parents work in partnership at sports and athletics areas (25%) and in the

with teachers and all others responsible for home (21%).

the child at any time.To minimize risk, any Nature of injury and body region injured

special needs, action care plan or treatment The most frequently occurring injury diag-

Child Safety Handbook 9 1

Child Safety Handbook

INtRODUCtION INTRODUCTION



noses for all injury hospital admissions in Key Messages for Parents and Teachers

2004 were fractures (56%), open wounds Among children aged 10-12 years, falls,

(13%) and intracranial injury (5%). The body transport-related and hit/struck/crush inju-

sites most commonly injured were the upper ries are the significant targets for prevention

extremity (52%), head, face and neck (21%)

action. Parents can assist in the prevention of

and lower extremity (18%). Forearm fractures

were the single most common injury account- injuries by:

ing for 32% of all hospital admitted injury. • Providing their children with, and encour-

aging them to wear, appropriate and cor-

Emergency Department presentations rectly fitted personal protective equipment

(non-admissions), 2004 for the activity being undertaken eg. hel-

Causes (mechanisms) of injury in Emergency

Department (ED) presentations mets, wrist guards, elbow pads, knee pads,

• The most common causes of all injury ED mouthguards.

presentation in 2004 were falls (44%), struck • Ensuring their children are appropriately

by/collision with object or person (24%), cut- instructed in the techniques needed to

ting and piercing (8%) and transport (7%). safely undertake their activity of choice

• Fall injury in this age group were commonly eg. safe stopping and falling techniques for

associated with sport and recreational activ- skateboarding and in-line skating.

ities (17%) including:Australian Rules foot- • Choosing safe areas for sports and recrea-

ball; basketball; netball; soccer; in-line skat- tional activity, ie. checking sports playing

ing and scooter riding. A further 3% of falls

surfaces, ensuring playgrounds have ade-

are associated with playground equipment.

• Struck by/collision injuries were also asso- quate undersurfacing.

ciated with sport and recreational activities • Purchasing equipment (bikes, skates)

(28%) mostly playing: Australian Rules appropriate to the size and experience of

football; basketball; soccer and cricket. the child and making sure that such equip-

• Transport injuries were mostly associated ment is well maintained.

with bicycle riding (50%).

Place of occurrence (location) of injury in ED Resources

presentations (non-admissions) Information including injury surveillance

3,740 (32%) injuries occurred at home, 2,587 reports are published in Hazard, the quarterly

(22%) at school, 1,225 (11%) at places of recrea- journal of the Victorian Injury Surveillance Unit

tion and 1,209 (11%) at athletics and sports areas. (VISU) and iis available for downloading from

Nature of injury and body region injured the internet at: www.monash.edu.au/muarc/

The most frequently occurring injury diag- VISU and then clicking on the Hazard icon.

noses for ED presentations (non-admissions)

For further information contact:

in 2004 were sprains/strains (26%), fractures

(25%), open wounds (15%) and superficial VISU

injuries (10%). The body sites most common- Monash University Accident Research Centre

ly injured were the hand/fingers (15%), wrist Monash University

(15%), forearm (9%), foot (9%), ankle (7%), Wellington Road, Clayton 3168

face (6%), head (5%), knee (5%) and elbow Telephone: (03) 9905 1805

(5%). Wrist fractures were the single most Our thanks to the Victorian Injury Surveillance

common injury (8%). Unit, Monash University for contributing this section.









2 Child Safety Handbook Child Safety Handbook 11

Road Safety

TRAVELLING SAFELY TO AND FROM pendent travel. Children aged 10 and 11 are

SCHOOL ON FOOT still likely to be confused when traffic condi-

Statistics indicate that the journey home tions change suddenly.

from school is the one that results in most Above all, parents need to lead by exam-

casualty collisions to primary aged children. ple, following road rules and choosing the

Many parents and children assume that by safest road crossing option.

the age of 11 children have mastered the

What parents need to know and do:

skills they need to be safe in the traffic envi-

• Continue to reinforce the need to search

ronment. The skills needed are perceptual

thoroughly for traffic no matter how quiet

and motor and require attention, judgment,

the road may seem.

timing and control.

Like learning to play tennis or the piano,

road crossing needs supervised practice in

successively more difficult situations before

it is mastered. Parents need to observe how

their children go about choosing the safest

place to cross, how thoroughly they scan for

traffic, how directly they cross and whether

they behave as carefully when they have

friends with them. It is not sufficient for

a child to ‘know’ what to do, or be able to

explain what to do when asked: parents need

to observe deliberately and determine for

themselves how ready their child is for inde-

Child Safety Handbook 13 3

Child Safety Handbook

ROAD SAFetY ROAD SAFETY



roundabouts, but are required to give way

to pedestrians crossing the road into which

they are turning. Children also need to be

aware that drivers do not always do this.

TRAVELLING SAFELY TO AND FROM

SCHOOL BY CAR

Many parents believe that they are keeping

their children safer by driving them regular-

ly to school. This may actually create more

dangerous traffic congestion around schools.

Being driven to school deprives children of

the opportunity to develop and practise vital

road crossing skills under supervision. (See

‘Travelling safely on foot’.)

• Encourage children to use controlled Parents are not always aware of the dangers

crossings wherever possible. associated with dropping off and picking up

• Work out with the child the safest route to children from school. Indeed, many schools

take to and from school – specially when frequently have to resort to calling their

starting secondary school. council by-laws officers to police unsafe par-

• Encourage the child to wear or carry some- ent parking. Crossing the road is the greatest

thing bright on dull days and if the child danger to children who are driven to school,

will be travelling in the dark. but passenger safety is equally important.

• Be aware that children may seem to know What parents need to know and do:

what to do in traffic but can still be dis- • Make sure all child passengers use a cor-

tracted when with a group. rectly fastened seat belt on every journey

• Observe children’s road crossing behaviour to – one passenger per seat belt.

determine their readiness for independence. • Carry child passengers in the back seat

• Talk to children about the road rules that where it is safer. If the front seat has to be

affect pedestrian safety. Stress that children used, the biggest (not necessarily the old-

should aim to spend as little time on the

est) child should travel in the front.

road as possible: ie. take the most direct

• Drive slowly and carefully near schools,

route when crossing.

and obey the lowered speed limits around

What children need to know and do: schools. This will be a 40kph zone dur-

• Explain and demonstrate safe road crossing ing school pick up and drop off times, or

at controlled and uncontrolled intersections. 60kph in some rural settings.

• Explain and demonstrate how to use chil- • Obey all parking signs. In particular, never

dren’s crossings, pedestrian and railway double park.

crossings and at lights. • Make sure you do not park too close to a

• Work out with parents the safest route to school crossing, so that drivers and chil-

take to and from school and explain what dren have maximum opportunity to see

makes it safe. each other.

• Cross safely mid-block and, when necessary, • Insist that children enter and exit the car

from between parked cars. on the kerb side.

• Be aware that it is easy to be distracted • Try to pick up and drop off on the school

from checking thoroughly for traffic when side of the road even if this means parking

with a group. further away from the school.

• Have a good understanding of the road • Make sure children understand that vehi-

rules that affect pedestrians: such as drivers cles only have to stop at a school crossing

do not have to give way to pedestrians at when the flags are in place.

4 Child Safety Handbook Child Safety Handbook 15

SAFetY

ROAD SAFETY



• Give children plenty of time to get to bus passengers to be hurt. Children have acci-

school. A child, who is anxious about being dents on their way to the bus stop or leaving

late, is likely to take risks when crossing the bus; again, most frequently after school.

the road. (It is also true that a driver who

is anxious about being late is likely to be What parents need to know and do:

less cautious when approaching a school.) • Make sure your child has plenty of time to

get to the bus stop. A child who is anxious

about missing the bus is likely to take risks.

• Drop your child on the same side of the

road as the bus stop if possible. If it is not

possible, stop the car and accompany your

child to the other side of the road.

• Encourage your child to wear light col-

oured clothing or carry a bright coloured

school bag, especially on wet or dark days.

• Make sure your child understands to wait

quietly for the bus, well back from the

kerb and knows what to do if the bus is

late or does not arrive at all.

• Remind your child to keep bags and sports

equipment under seats and that nothing

should go out the window – no papers, lit-

ter, arms or heads.

What children need to know and do: • Make sure your child knows where the

• They need to wear a seat belt on every emergency exit is in case they ever need to

journey. It should sit flat on the shoulder, use it and advise them to follow the driv-

and low over the pelvis and have all slack er’s instructions in an emergency.

removed if it is to provide maximum pro- • When collecting your child at the end of

tection in a crash. the day do not park in the bus-parking

• Expect and prefer to travel in the back seat bay. Buses need all the space that they are

because it is safer. allocated.

• Know how to use a children’s crossing with • If you can’t park on the bus stop side of

or without a supervisor and understand the road, try to wait for your child on the

the Stop, Look, Listen, Think road-crossing bus stop side. Children, who are tired or

process. excited at the end of the day, are safest if

• Enter and exit the car via the kerbside you meet them at the bus stop and cross

door. the road together.

• Understand that quarrelling, scuffling and • Notify the school if an older child, who

noisy behaviour can distract the driver usually travels with a younger child, will

who needs to be particularly alert when be away from school.

driving around schools. • Notify the school if your child is going to

• Understand that on wet days vehicles may travel home by a means of transport that is

take longer to stop and drivers will find it different from the usual.

harder to see pedestrians crossing the road.

• Be confident that it is better to be late than What children need to know and do:

never. • Feel that being ready on time is a good

thing.

TRAVELLING SAFELY TO AND FROM • Understand that they need to wait until

SCHOOL BY BUS

the bus has gone and there is a clear view

Bus travel is traditionally a very safe form of

both ways down the road before deciding

transport. It is unusual for buses to crash or for

to cross the road.

Child Safety Handbook 17 5

Child Safety Handbook

ROAD SAFetY ROAD SAFETY



• Assist in selecting bright clothing or bag • Ensure children’s helmets fit well, are not

that they are happy to wear or carry in damaged and that children understand that

order to maximise their visibility. the helmet will not do its job if the straps

• Know where it is safe to wait for the bus are not done up or are loose.

and what to do if the bus is late or does not • You ride with your children on the foot-

come. path (this is legal if you are supervising a

• Try to sit in a seat, with bags under the child under 12) and check that both you

seat and not put their heads or arms out and your children:

the window. * keep left

• Know where the emergency exit in the bus * give way to pedestrians

is and expect the driver to take control in * obey signs

an emergency. * do not ride too fast for others’ safety

• Wait at an agreed place to be collected or * are extra careful around dogs, young

have identified a safe route to take home. children or elderly path users

• Not behave in such a way as to distract the * are aware of the dangers associated with

driver who is responsible for the safety of driveways, laneways and intersections

everybody on the bus. * dismount at pedestrian and children’s

• Take responsibility for their own and others’ crossings.

safety. • If children ride on the road, check that

they ride predictably, by using bike lanes

TRAVELLING SAFELY TO AND FROM correctly, signaling their intentions well,

SCHOOL BY BIKE moving precisely and clearly, scanning

Like road crossing, cycling skills take many properly, and gaining eye contact with

years of practice to develop and need gradu- other road users when appropriate.

ated, supervised practice in the real world

with a caring adult. Most deaths from crashes What children need to know and do:

involving bicycles result from head injury. • Understand it is important to have a well

Protecting the head from sudden impact is maintained bike that is the right size.

vital. When riding a bicycle on the road, a • Be able to pump up their own tyres and

cyclist is regarded as being in charge of a vehi- check that brakes, horn and lights are

cle and must obey the same rules as motorists working well before each use.

as well as some special ones for cyclists. • Wear an approved helmet that is correctly

positioned, firmly fastened with no slack

What parents need to know and do: in the straps when and wherever they are

When cycling, set a good example not only cycling.

to your own but also to others’ children. • Understand the rules for riding on foot-

Ensure that: paths, shared footways and roads.

• Your child’s bike is the right size.

• Handlebar ends are covered.

• The seat is the right height and firm.

• The bell or horn is in working order.

• The pedals spin freely.

• Tyres are fully inflated.

• Brakes are in working order.

• There is a white headlight and red tail light

and reflectors if the child is likely to ride at

night or even at dusk.

• Insist that children never ride without

a helmet. Allow children to choose the

helmet as long as it meets the Australian

Safety Standard: AS/NZS 2063.

6 Child Safety Handbook Child Safety Handbook 19

ROAD SAFETY

SAFetY



of responsible attitudes to safety, and can

clarify rules and responsibilities and confirm

children’s understandings.

A new traffic safety education resource for

primary schools has been developed. Kids

on the Move provides the essential learn-

ings in Traffic Safety. The resource consists

of 3 books and a DVD for use with parents

and carers. Book 1 explains a whole school

approach to improving road safety for stu-

dents. Books 2 and 3 contain essential and

practical activities for schools to conduct.

The DVD, A Child’s World of Traffic, high-

lights for parents the developmental issues

that put their children at risk.

However, many schools will have copies of

the following out of print resources:

RoadSmart Children and Traffic Safety

– for children aged five to 12.

RoadSmart is a traffic safety education

• When riding on the footpath, keep left, program, based on the most recent road

give way to pedestrians and ride at a speed safety and educational behavioural research.

that is safe for other path users. It is designed to foster safe and responsible

• When riding on the footpath take special pedestrian and passenger behaviour, safe

care when approaching driveways, lane- public transport use and promote safe play

ways and intersections. on wheeled toys.

• When riding on the road, ride predictably It recognises the vital role of parents/carers

one metre out from the kerb. and integrates school based learning activi-

• Understand that motorists find cyclists very ties and take home activities with informa-

hard to see, especially at dusk and at night. tion for parents.

It is important to wear bright clothing and RoadSmart comprises:

have good head and tail lights. • Three teacher resource books

• Wherever they ride they need to scan well * Book 1 – years prep to 2

ahead, checking for others and potential * Book 2 – years 3 and 4

hazards. * Book 3 – years 5 and 6

• Cyclists are expected to dismount and • A set of 12 road safety discussion posters

wheel their bikes across pedestrian and

children’s crossings.

• It is important not to let friends distract

them from safe, responsible riding when

travelling together.

Resources for teachers

While the perceptual and motor aspects of

road crossing and cycling are most effectively

developed in the real world with parents and

carers, school based activities are important

in giving children the opportunity to reflect

on what they have learned from experience.

Teachers can provide additional reinforce-

ment activities that assist in the development

Child Safety Handbook 21

Child Safety Handbook 7

ROAD SAFETY

ROAD SAFetY



• A CD-ROM designed to enhance and who takes viewers on a mystery tour that

extend student learning experiences. demonstrates safe behaviour on and round

The program features Kooka who, with his buses in both the country and the city.

birds’ eye view of traffic, assists children with VicRoads Bookshop can supply a range of

smart RoadSmart advice. posters, stickers and parent information free

Bike Ed – for children aged nine to 13. of charge to teachers of traffic safety educa-

Bike Ed assists children to develop the skills tion. VicRoads also has a video library that

and responsible behaviours needed to ride makes available a range of videos on all road

a bicycle safely. It is a practical course that safety issues free of charge to schools and

includes basic safety checks, bicycle handling community groups. Phone: (03) 9854 2681

and riding skills, road rules and cycling expe- for a catalogue or to order a title you already

riences in both simulated and on-road envi- know.

ronments. It also recognises the vital role of For further information contact VicRoads,

parents and provides information to enable 60 Denmark Street, Kew VIC 3101.

parents to complement school based learning Telephone: (03) 9854 2782.

in the real world. • Bus safety: ‘One near miss is a miss too

Bike Ed comprises: many’ is a DVD for use by teachers, par-

• Two teacher resource books ents and students.

• Outdoor activity checklists • This DVD covers all the major teaching

• Supplementary activity cards points on bus safety for parents and stu-

• Three levels of certificates dents in the one resourse.

• Four parent/carer information sheets. Available from the Department of

To gain accreditation to deliver Bike Ed in Education, telephone: (03) 9637 3328.

schools, Bicycle Education Instructor Training The Administrative Guidelines for Traffic Safety

for teachers and other school support person- Education can be accessed at www.sofweb.

nel is delivered at local venues throughout vic.edu.au/physed/traffic.

the state by the Department of Education pre- • The guidelines provide information on

ferred provider. policy direction and how to run practical

For further information go to Website: programs in schools.

www.wi/careservices.com.au or telephone: • Links to all the key road safety agencies

(03) 5277 2327. that support schools can be found on the

Doing the Bus Stop – a video for children Department of Education Safety Education

aged 8 to 12. Price: $27.50 from VicRoads website: http://sofweb.vic.edu.au/physed/

Bookshop. Phone: (03) 9854 2782. traffic/

The video features ‘Hale’ the bus driver, Our thanks to VicRoads for contributing this section.









Child Safety Handbook

22 Child Safety Handbook

8

Water Safety

Play it safe by the water tragedies which claimed a total of 11 lives.

Victoria’s wonderful coastline, lakes • Of those who drowned, 36 (78%) were

and river system, coupled with a warm males and 10 (22%) were females. Males

climate, make water-based activities extreme- are 4 times more likely to drown than

ly popular right across the state. All Victorians females.

should be aware that there is a risk of injury • 65% of drownings occurred in regional

or death associated with water-based activi- Victoria with majority of those incidents

ties such as swimming, boating, surfing or occurring more than 50km from where

fishing. By obeying a few easy rules, every- the person lived.

one can enjoy themselves safely while in or • This highlights that a lack of local knowl-

around the water. edge and water safety skills when visiting

unfamiliar water locations increases the

Know your environment risk of injury and drowning.

Be aware of the local environment, conditions • It is important to remember that condi-

and weather before entering the water. There tions in and around water are constantly

are different safety rules for beaches, rivers, changing and you need to check it’s OK to

lakes and public or private swimming pools. swim before you enter the water.

Behave safely AT THE BEACH – ALWAYS SWIM

Obey all water safety signs, don’t drink alco- BETWEEN THE RED AND YELLOW FLAGS

hol while in charge of a boat and make sure Any beach can be dangerous. Beach-goers

someone is looking out for you. should be careful and swim between the red

Learn to swim and yellow flags. Wherever the red and yel-

Being able to swim is an essential water safety low flags are visible that beach is patrolled by

skill. Everybody, especially school-age chil- lifesavers.

dren, should be taught to swim and how What is a patrolled beach?

to stay afloat. If they get into trouble they Wherever the red and yellow beach flags

should know basic survival skills. are up, lifesavers are on patrol. With 65 of

Drowning facts Victoria’s most popular beaches having life-

• From 1 July 2004 to 30 June 2005, 46 saving patrols, there’s no reason for you not

to swim between the flags. Beaches are not

people lost their lives as a result of drown-

patrolled every day of the year, so if you

ing/immersion incidents in Victoria. This

decide to swim at an unpatrolled beach:

figure includes three multiple drowning

• check it’s OK to swim;

• never swim alone;

• read and obey the water safety signs.

What the flags mean

When swimming between the red and yel-

low flags, always look back to the beach to

check that you are still between the flags. If

you choose to swim outside these flags, the life-

savers will not necessarily be watching for you.

Rips

A rip is a strong water current running out

to sea from a beach. Rips can easily sweep

swimmers from shallow water out to sea,

sometimes several hundred metres offshore.

Rips occur at all beach locations, includ-

Child Safety Handbook

Child Safety Handbook 23 9

wAteR SAFetY

WATER SAFETY



ing bays. The most dangerous part of a rip is Surfing and Bodyboarding Safety Tips

water between the breaking waves that often • Always surf or bodyboard with a friend.

appears to be calm. • Assess the conditions thoroughly prior to

Common signs of a rip are: entering the surf.

• Murky brown water caused by sand stirred • Use the correct equipment when surfing

up off the sea bed; or bodyboarding, i.e. leg rope and nose

• Foam on the surface extending beyond the guard for surfing, and wrist strap and fins

break; for body boarding.

• Waves breaking on both sides of the rip • If you get into trouble, stay on your surf-

but not inside the rip; board or bodyboard; it will keep you afloat.

• Water that appears dark, indicating deeper • If you are caught in a rip, stay calm, stay

water; with your board and paddle parallel to the

• Debris floating out to sea. beach, then catch a wave back to shore.

If you are caught in a rip when at a beach • Be aware of other people in the water and

patrolled by lifesavers obey the three Rs: don’t surf or body board too close to swim-

• Relax: stay calm, and float with the cur- mers.

rent. Swim across it, not against it.

• Don’t surf or body board when waves are

• Raise: raise an arm to signal for help.

dumping (these waves break with great force

• Rescue: float and wait for assistance.

and can easily throw you to the bottom).

Be Sun Smart

Australia has the highest rate of skin cancer

How to get involved and useful contacts

Life Saving Victoria

in the world. Lower your chances of develop-

ing skin cancer by limiting your exposure to Telephone: (03) 9567 0000

the sun. Head for the shade between 11am Website: www.lifesavingvictoria.com.au

and 3pm when UV radiation is strongest and Join a Life Saving Club – become a:

remember to ‘Slip on a Shirt, Slop on some • Professional Beach Lifeguard

Sunscreen and Slap on a Hat.’ • Volunteer Lifesaver

• Nipper (Junior Lifesaver)

Surfing • Do your Lifesaving Bronze Medallion

At a patrolled beach, all surfers must surf School Programs:

outside the blue flags. No surf boards are • Telstra School Surf League

allowed between the blue flags. Many of the • Meet a Lifeguard

best surf spots are found at beaches that are • Open Water Learning Experience

not patrolled. NEVER SURF ALONE! Surfers Surfing Victoria

must take responsibility for their own and Telephone: (03) 5261 2907

others’ safety. Always let someone know Website: www.surfingaustralia.com

where you are going. • Take ‘How to surf safely’ lessons

Bodyboarding • Become a Level 1 Surf Coach

Bodyboarding is an enjoyable activity. Make • Join a Surf Riders Club

sure you have your safety equipment when Aquatics & Recreation Victoria Inc

you go – fins and a wrist strap. Telephone: (03) 8843 2000

Website: www.vicswim.com

Open Water Learning – Aquatic Education

(VICSWIM holiday program at the beach).

Surf Reports

Website: www.coastalwatch.com

Yachting Victoria OR your local yacht club

Telephone: (03) 9597 0066

Website: www.yachtingvictoria.com.au

• Join a sailing club and learn to sail

24

10 Child Safety Handbook

wAteR SAFetY

WATER SAFETY









INLAND WATERS – CHECK IT’S OK TO SWIM py waves making it dangerous for swim-

Every year people are paralysed after div- ming and boating.

ing into shallow water in rivers and lakes. • Strong currents are likely wherever a river

Always check the water depth before entering enters a lake and the lake bed may be soft

the water and look carefully for sandbanks, and uneven where silt has been deposited.

weeds, rocks and other hazards. • Cold water in lakes can be lethal. It is often

much colder beneath the surface than you

River and Lake Safety Tips think.

• Never swim in fast flowing water. Check • Suddenly submerging into cold water can

first by throwing in a twig to see how fast cause distress, shock and lack of mobility.

it travels. If you feel cold, get out of the water imme-

• If you are caught in a current, float on diately.

your back and travel downstream feet first

to protect your head from impact with any POOLS – NEVER TAKE YOUR EYES OFF

objects. Learning to swim is an essential skill for each

• Beware of submerged objects. Trees, child and adult living in, or visiting Victoria.

branches, rocks and discarded rubbish can Being able to swim opens up further sport,

be very dangerous. leisure and employment opportunities and

• Be careful not to stand near the edge of great recreational experiences.

overhanging river banks, which can crum- Never take your eyes off children swim-

ble away. ming in pools. Toddlers, in particular, have a

• Conditions can change rapidly due to heavy natural attraction to water and their sense of

rainfall or the release of water from storage danger and fear is underdeveloped. Special

areas. Remember that what is safe in the care should be taken to ensure they receive

morning can be dangerous in the afternoon. adequate supervision.

• Watch out for soft or uneven river beds This summer, every child is likely to be

which can cause difficulties for waders or involved in some form of water activity.

swimmers. Parents and supervisors of children should

• Lakes may look calm, but are often very ensure children have the skills to stay afloat

dangerous. Strong winds can create chop- or swim to safety when in trouble.

Child Safety Handbook 25

Child Safety Handbook 11

WATER SAFETY

wAteR SAFe tY



Pool Safety Tips safety barriers to restrict access to these areas.

• Supervision means constant visual contact, Safety barriers, even when provided, are no

not the occasional glance. substitute for adult supervision of toddlers/

• If you leave the pool or water area, even for a children who are playing in, or near, swim-

moment, take the children with you. ming pools or spas. Barriers are required for:

• A swimming pool fence is not a • In-ground pools

substitute for supervision. • Hot tubs

• Display a resuscitation chart on your pool • Spas

fence. • Above-ground pools

• Familiarise children with water by taking • Jacuzzis

them to lessons at the local pool. • Indoor swimming pools

• Empty paddle pools when not in use. • Bathing and wading pools.

• Empty baths, basins, sinks and troughs, To ensure that your safety barrier remains

immediately after use. effective:

• Fit correct safety measures to gates, doors

Public Pool Safety and windows (e.g. self-closing, self- latch-

Even in a supervised public pool, never take ing devices, flyscreens).

your eyes off children swimming. Here are • Make sure you remove any items, such as

some simple safety steps to follow: chairs, boxes, pool pumps, that could be

• Supervision means constant visual contact used to climb the barrier to access the pool.

not the occasional glance, even at a public For further information, please contact your

pool. local council or the Building Commission on

• A lifeguard is no substitute for parental (03) 9285 6400 or visit Website: www.build-

supervision. ingcommission.com.au

• Obey lifeguard directions.

• Follow pool rules. How to get involved and useful contacts

• Be aware of other people in water, particu- Life Saving Victoria

larly when it is crowded. Telephone: (03) 9567 0000

• Watch out for young children. Website: www.lifesavingvictoria.com.au

• Do not get out of your depth unless you • Become a professional pool lifeguard.

are a good swimmer. • Do your Pool Bronze Medallion.

Safety Barriers – A Legal Requirement • Participate in aquatic education.

It is law that swimming pools or spas on pri- •Become a swim instructor (AUSTSWIM

vate residential properties in Victoria provide Courses).

Aquatics & Recreation Victoria Inc

Telephone: (03) 8843 2000

Website: www.aquarecvic.org.au

Website: www.vicswim.com

Swim School Owners Association of

Australia (Victoria Branch)

Telephone: (03) 9739 8973

Learn to Swim (Swim Schools)

Swimming Victoria

Telephone: (03) 9686 5222

Website: www.swimmingvictoria.org.au

WATER SURVIVAL – REMAIN CALM TO

SURVIVE

If you fall overboard, or are swept out to sea,

or are caught in a river current, stay calm.

You can stay afloat for a long time, even if

26 Child Safety Handbook

12 Child Safety Handbook

WATER SAFetY

wAteR SAFETY



dragging you down.

• Curl into a shape of a ball to prevent fur-

ther heat loss.

• If in a group, huddle together with maxi-

mum body contact especially at the chest.

• Do not rub your arms or legs. Blood will

flow to them and away from your core

where it is needed.

• Stay still unless you are certain that by swim-

ming a short distance you will reach safety.

How to get involved and Useful Contact

Life Saving Victoria

Telephone: (03) 9567 0000

Website: www.lifesavingvictoria.com.au

• Learn CPR

• Participate in an Air to Life Program

you are exhausted. (Children’s Survival Skills)

Some things to remember: • Become a Volunteer Lifesaver

• Use any available buoyant object to assist

flotation. BOATING SAFETY – SAFE BOATING IS

• Remain as still as possible to conserve NO ACCIDENT

energy and reduce heat loss. Boating is one of the most popular recreation-

• If you must swim, use slow relaxed strokes. al pastimes. Marine Safety Victoria reminds

• Breathe in a regular, controlled manner. boaters of the following:

Key tips for preparing for a boating trip:

Spinal Injuries • Properly maintain your vessel, engine and

To avoid spinal injuries: safety equipment.

• Never dive into unknown water. Always • Check the marine weather report.

check it’s OK to swim. • Ensure you have sufficient fuel and reserve

• Check the depth and always check for fuel.

submerged objects. • Fully charge your batteries.

Hypothermia • Inform a person of your trip intentions.

Hypothermia (loss of body temperature) • A boat licence is required to operate a rec-

occurs when your core temperature drops reational power boat in Victoria.

below 35°C. Normal body temperature is

For more boating information contact:

about 37º C. Staying immersed in cold water

Marine Safety Victoria

for a long period will lead to hypothermia.

Telephone: 1800 223 022

A person suffering from hypothermia may

Website: www.marinesafety.vic.gov.au

appear sleepy or confused, with a slow irreg-

ular pulse. In the early stages they will shiver, For further water safety information:

but this will stop as the condition worsens. Play it Safe by the Water

Eventually they may lose consciousness. Department of Justice

If you cannot get out of the water, this is Website: www.watersafety.vic.gov.au

how to reduce the risk of hypothermia. Our thanks to Play It Safe by the Water, Department

• Do not remove any clothing, unless it is of Justice, for contributing this section.









Child Safety Handbook 27

Child Safety Handbook 13

Playground Safety







THE IMPORTANCE OF OUTDOOR PLAY Play Spaces

SPACE Typically, combinations of the following

Play has an important role in human devel- types of spaces are available:

opment. The provision of quality play oppor- • Large areas of hard surfaces (for a range of

tunities is an integral part of a good learning ball games, rebound walls, etc.);

environment. Through play, students: • Smaller hard surfaced areas for hop-scotch,

• Interact socially; elastics and other group games;

• Engage in dramatic play, role play and fan- • Large grassed area for running, ball games,

tasy; athletics and other activities;

• Extend their creativity and imagination; • Play equipment for junior, senior and/ or

• Observe, learn about and manipulate the intermediate aged students catering for poten-

natural environment; tially large groups of students at any one time

• Test themselves physically, developing and providing a range of types of activities;

skills and mastery over physical challenges; • Small spaces with seating for individuals

• Develop ball handling and other skills; and small groups;

• Observe the natural environment; and • Smaller grassed areas for a variety of activi-

• Engage in a range of self-directed activi- ties requiring intimate spaces;

ties, which aid each individual to develop • Sand play areas, dirt, water and planting

towards independent adulthood. for creative activities;

• Areas suitable for marbles, small cars and

Information for Teachers toys, digging, and play with loose materi-

Play is an important complement to the ‘for- als and surfaces;

mal’ curriculum of the school. • Areas for dramatic/role play which might

School grounds which provide a satisfying include decks, cubbies and planting;

range of settings for play for students of dif- • Shade and shelter, tables, seats, drinking

ferent ages and interests are likely to reduce water and other utilities;

the number of conflicts. Students are likely to • Shrubs and trees for hiding, shelter, cub-

be easier to manage; vandalism is likely to be bies, imaginative games;

reduced and the positive spin-offs include ben- • Tables and seats for a range of group activities;

efits to the student’s self image and to the image • Gathering spaces for assemblies, perform-

of the school in general. A quality range of out- ances and community activities;

door settings often also provides opportunities • Quiet spaces as well as busy spaces.

for staff to transfer some activities out of doors. Areas around buildings such as steps and

14 Child Safety Handbook

28 Child Safety Handbook

PLAYGROUND SAFETY PLAYGROUND SAFetY



stairs, doorways, and garden beds are valued attempt to make safety second nature. Thinking

play areas and will be appropriated by stu- about our actions can save an injury or a life.

dents for a range of activities. They should be It is the philosophy of WorkSafe K.I.D.S. to

considered when assessing the range of activi- put fun and meaning into education.

ties available and their safety. For information regarding:

Because schools have limited space, most • Playgrounds – Purpose and Planning

areas need to be as multi-functional as pos- • Current Playground Safety Requirements

sible to enable the best value to be obtained in Victoria

out of each part of the grounds. • Developing a Safe and Creative Play Space

for your School

RESOURCES FOR TEACHERS AND • Safety Management System for School

CHILDREN Playgrounds

WorkSafe K.I.D.S. is dedicated to child-

– What do we know about injury in play-

hood injury prevention through education.

grounds?

WorkSafe K.I.D.S. aims to provide quality

– Key risk factors and safety issues

education programs that result in reducing

– Injury Register Requirements

preventable child injuries and death.

– Inspections and Maintenance

Our programs: – Setting Priorities for Upgrading

WorkSafe K.I.D.S. Safety Club – a school- Playgrounds

based program developed to guide school

For further information contact:

communities on issues of child safety and inju-

KIDS Foundation

ry prevention. The Safety Club assists schools,

PO Box 12 , Wendouree 3355

teachers and students to identify and manage

Telephone: 1300 735 733

hazards in their school environment. It is the

Website: www.kidsfoundation.org.au

basis for an ongoing school safety program to Our thanks to the KIDS Foundation for contributing

protect our children. this section.

The Safety Club is student driven with

teacher assistance. Each school elects two stu- RISK, CHALLENGE AND SUPERVISION

dent representatives and a teacher or parent FOR PLAYGROUND SAFETY

representative to be the contacts. These stu- To be effective playgrounds need to provide a

dents are safety role models of the school and range of play opportunities in which children

are educated in safe practices. experience high levels of physical activities

WorkSafe K.I.D.S. Kelly St – an education- and social interaction. Despite supervision

al resource magazine sent quarterly to all and the best of intentions, injury-resulting

Victorian Primary Schools. Each term Kelly St accidents will happen. Studies over a 25-

presents a different safety message, relevant year period in Australia indicate that serious

to the curriculum and social activity of the (hospital level) injuries reach a peak in both

school environment. Stories, activities, puz- males and females at 6 years of age while

zles and competitions are designed and pre- trauma (emergency treatment before release)

sented to encourage enjoyable learning. injuries peak for males at age 13 and females

Term One: School Safety – Road, Playground, at age 11. However with at least 5,000 emer-

Classroom, Peers gency treatments each year of children while

Term Two: Home/Farm Safety – Power, at Victorian schools, playground safety needs

Water, Equipment & Appliances, Chemicals to be considered as a serious issue.

Term Three: My Safety – Health, Diet, While there is no in-depth research and

Exercise, Interests, Friends there are differences in interpreting statistics,

Term Four: Outdoor Safety – Water, Sun, indicative data suggests that for school aged

Fire, Environment. children, fracture/dislocations and sprains/

‘Think Safe, Play Safe’ – a media campaign to strains are the most common unintentional

reinforce safety to primary school children in an injuries and are associated with falls.

Child Safety Handbook 29

Child Safety Handbook 15

PLAYGROUND SAFe tY

PLAYGROUND SAFETY









Actions directed towards minimizing injury- accept responsibility for eliminating unac-

related accidents must work from the concept ceptable risks. Professional advice that cov-

that children are not little adults. We cannot ers both play and safety requirements should

expect them to use play equipment accord- be sought. This could range from the size of

ing to adult rules or behaviour, and partly as grip surfaces to finger entrapment to freefall

a consequence, children’s injuries and their zones and soft fall areas. Special attention

vulnerability to injury are again non-adult in should be paid to climbing (or fixed) equip-

characteristics. ment design, ensuring that they have multi-

ple access and egress points (since these cre-

Risk and challenge ate break off points which will allow children

A well-designed playground will stimulate to withdraw or continue to a level at which

the children’s imaginations and tempt them they feel comfortable with). In case of litiga-

to explore new dimensions to play. However tion, it is necessary to be able to prove com-

in developing new ideas, children will come pliance with standards and that maintenance

up against the boundaries of their cur- is according to a quality-based schedule. A

rent levels of skill – and it is the challenge certificate of compliance should be sought

which is exciting. There is always some risk from every supplier or contractor.

in meeting a challenge, but this risk can and 2. Management

should be managed by support (physical and In a comprehensive study of management

psychological), so that the child develops in playgrounds, King and Ball (1989)

risk-assessment skills. In fact, a child who is considered that:

not allowed to develop these skills tends to “Attitudes to playground safety vary with

be less competent, especially later in life. individual countries. Some tend to stress the

Given that no playground can ever be 100 need for increased responsibility of children,

per cent safe (because children are unpredict- recommending safety awareness training, while

able), it is a question of managing the level of others rely more on ‘passive’ approaches. There

risk, so that children learn to cope with it. This is some evidence to suggest that improved

thesis is incorporated into the newly reviewed safety awareness reduces accident rates in play-

Playground Safety Standards (2003). grounds, suggesting that there is no essential

Constructive approaches difference between accident prevention strate-

1. Design gies for say roads and playgrounds”.

Not every playground is designed to man- Since this survey, other studies, which

age risk. Everyone involved in establish- have looked at the linkage between aware-

ing and maintaining a playground needs to ness and voluntary changes in behaviour and



30 Child Safety Handbook

16 Child Safety Handbook

PLAYGROUND SAFetY

PLAYGROUND SAFETY



the general growth in skills, tend to support ventative measure. Rather each playground

the theory. However any deliberate strategy should be assessed (particularly taking into

should be tailored to the developmental level account previous incidents) for acceptable

of the children concerned. There is no single hazard management.

strategy for all ages. It is therefore suggested Children learn through play, but they

that children, parents and staff deliberately should be able to do so in an area capable

work together to develop an acceptable code of being supervised. A well-designed play-

of risk management. Such a code might ground is safe as well as challenging.

include aggressive behaviour on climbing

equipment, non-contact rules in ballgames For further information contact:

etc. The vital element here is that children Play Environment Consulting

are more inclined to comply with a code that Prue Walsh

they themselves have developed. It could PO Box 135

well become a standard project relating to Albion QLD 4010

the portions of the playground the children Telephone: (07) 3252 2262

are using. Website: www.playconsulting.com

Our thanks to Play Environment Consulting for con-

3. Supervision and support tributing this section.

Accidents are caused by a host of interde-

pendent factors. Supervision is only one of QUALITY IN PLAYGROUND SAFETY

these (although the most obvious). Apart from The best way to provide safe playgrounds is

personal attitudes of the supervisor (such as a to provide a quality outdoor play program in

willingness to intervene), the biggest problem a quality outdoor play environment.

is related to playground design. A supervisor

needs to be able to see the whole area by turn- How many hazards are hidden in your

ing in an arc of 180 degrees – including any playground?

nooks and hidey-holes, which are a favoured, The major cause of playground injury is fall-

play space of some children. Visual access ing from play equipment onto hard surfaces.

should be part of the original design planning The potential for injury from a fall is greater if

i.e. use low-level planting in gardens, con- there is no impact absorbing material under

sider height/placement of mounds or larger and around the equipment. Impact absorb-

equipment. A supervisor also needs to have ing material is required for all fall heights

fast physical access to parts of the playground particularly for fall heights above 500mm.

– which is linked to a careful (and sophisti- 1. Inadequate Safe Fall Zone

cated) design of access corridors and the loca- Impact absorbing material should not only

tion of adult-friendly benches. be provided underneath play equipment but

It should be noted that equipment design must extend at least 1.5m beyond the out-

is very important in providing physical or side edges of the equipment. The fall zone

psychological support for children at play. shall increase from 1.5m to 2.5m depend-

Equipment with graduated challenge, which is ing on the free height of fall from 500mm to

age and ability-related provides what Vygotsky 2500mm maximum.

calls support scaffolding (a way to encourage a 2. Lack of Maintenance

child to reach the next developmental level). Playgrounds should not be installed and

forgotten. It is essential that all playgrounds

The way forward be regularly maintained. There should be no

Safety should always be assessed in terms missing, broken or worn components. All

of the development level of the children: parts should be stable with no apparent sign

the younger child may need emphasis on of loosening. Impact absorbing materials

built-in design support, while older children should be regularly checked for depth and

may respond more to behavioural support. any signs of vandalism. A systematic inspec-

Because there is no single cause of play- tion and maintenance plan should be in

ground injury, there can be no single pre- place to ensure that the playground is safe.

Child Safety Handbook 31

Child Safety Handbook 17

PLAYGROUND SAFe tY

PLAYGROUND SAFETY



3. Lack of Supervision in schools. Active play areas should be sepa-

Supervision by an adult carer is a key factor rated from quiet, creative areas. For example,

in playground safety. To make supervision a slide should not direct children into a sand-

easier and more comfortable, a play area pit used for creative play.

should be designed to provide shade, seating 8. Potential Entrapment

and a clear view of the play area. Young chil- Equipment should be built and installed in a

dren constantly challenge their own abilities, way so that a child’s head, neck, limbs or fin-

but are often unable to recognise potential gers cannot become trapped. Any gap in the

hazards. In supervising play the carer should play equipment is not an entrapment unless it is

make sure that the child uses equipment possible to become trapped due to forced move-

which is appropriate for his or her age/size. ment, such as going down a slide or a pole.

4. Platforms without Guardrails 9. Pinch Points and Sharp Edges

Raised surfaces such as platforms, ramps and Equipment should be checked regularly

bridges should have guardrails and barriers to make sure that there are no sharp edges.

(infill) to prevent falls. It is important that rails Moving components such as suspension

and barriers are vertical so that they cannot be bridges, track rides, seesaws and swings

used as footholds for climbing. should be regularly checked to make sure

5. Trip Hazards that there are no moving parts or mechanisms

Trip hazards are created by parts of play- that might crush or pinch a small finger.

ground equipment or items on the ground. 10. Things that Protrude or Tangle

Exposed concrete footings, abrupt changes Protruding bolts and other pieces of hard-

in surface elevations, playground edging, ware or components of equipment can cause

tree roots, tree stumps and rocks are all com- bruises and cuts if a child bumps into them.

mon trip hazards that are often found in the These protrusions can also act as hooks,

play environment. Exposed concrete footings which can catch a child’s clothing and poten-

pose a serious risk for injury if a child falls on tially cause strangulation if a child is caught

them. They should be buried at least 200mm by a hooded top. Ropes should be anchored

below ground level. securely at both ends so that they cannot

6. Age Inappropriate Activities form a loop or noose.

The developmental needs of children vary

GROUND SURFACING IN PLAYGROUNDS

greatly. To provide a challenging but safe play

environment for all ages it is important that Why is the ground surface in an

the equipment in the playground is appro- outdoor play space so important?

priate for the age of the intended user. Close A significant body of scientific research indi-

supervision is important of younger children cates that the frequency and severity of play-

in particular. Whilst it is common to provide

separate areas for younger and older children,

there are significant supervision difficulties in

doing this. The best-designed playground is

one which has a diversity of age related activ-

ity within a reasonably confined area.

7. Overcrowded Play Areas

Serious injuries can result from collisions

if the play area is overcrowded. Whilst the

amount of space between separated play

items can vary according to the Australian

Standard AS4685, 2.5m is recommended as

the minimum distance between each piece of

play equipment and all paths, fences, trees,

buildings, structures and other equipment

32 Child Safety Handbook

18 Child Safety Handbook

PLAYGROUND SAFetY

PLAYGROUND SAFETY



ground head injuries, resulting from falls What is the maximum fall height

from playground equipment, are substan- permitted in an outdoor play space?

tially reduced where an adequate impact- This is the greatest distance between parts of

absorbing surface is provided. the equipment to which a child has reasona-

bly foreseeable access and the playing surface

Where is an impact-absorbing surface

or part of equipment beneath. It is measured

needed?

from the standing surface (usually a plat-

The Australian Standard states that an

form) to the surface underneath the equip-

impact-absorbing surface is needed wherever

ment. If the design of your equipment allows

falls from play equipment are possible – ie. in

children access to higher parts (not necessar-

the ‘fall zone’.

ily intended for standing) then this should be

Impact absorbing surfaces are required in

considered the fall height.

outdoor play spaces to reduce potential head

injury to children as a result of normal play. What is adequate impact absorbing

Impact absorbing surfaces which have been material?

tested are required in any area where falling is The required impact absorbing material depth

possible from a height of 500mm or above. depends on the material used and the height

An impact-absorbing surface is not necessary of the equipment from which falls can occur.

where falls are prevented by engineering means. The height from which a fall could occur onto

a surface that has the capacity to absorb the

What is the fall zone?

impact, is the free height of fall. Put briefly,

The fall zone is the area under and around a

falls from above the free height of fall onto a

piece of playground equipment from which a

surface with an inadequate depth could result

child could fall. It extends under and around

in head injury.

equipment in every direction in which it is

reasonably foreseeable that a child could fall. Impact absorbing material information

It is the minimum distance from any part required

of equipment to any hard surface (borders, Playground equipment suppliers are required

paths, tree trunks or adjacent equipment). to provide information on their products’

Concrete footings should be buried under- performance and on the required free height

ground. Industry practice is that the top of of fall. This should be in the form of certified

the concrete be 50-100mm below natural test results, explaining what impact absorb-

ground level, and then covered with the ing surface material depth (for loose fill

required depth of impact absorbing material. materials) or structure (for fixed or ‘unitary’

products) is necessary for the required free

How big is the fall zone?

height of fall.

The Australian Standard says that the fall zone

Suppliers must also provide inspection

must extend from 1.5m minimum to 2.5m out

and maintenance procedures necessary to

from the playground equipment (or 1.9m in

ensure their product continues to perform at

supervised early childhood centres) depend-

the required level throughout its life.

ing on the free height of fall. This allows for

Suppliers of play equipment need to give

the height of most users, plus the outward

written confirmation that their equipment is

momentum they could have as they fall.

constructed and installed as per Australian

For moving equipment this distance is

Standard AS4685.

measured from the extremity of the move-

ment. Children falling, jumping or being For further information contact:

pushed off equipment should land within The Playgrounds & Recreation Association

the fall zone onto an impact-absorbing sur- of Victoria

face. Under certain circumstances fall zones Email: prav@netspace.net.au

may be reduced. (ie. when equipment will Website: www.prav.asn.au

not permit falling) Our thanks to the Playgrounds and Recreation

Association for contributing this section.

Child Safety Handbook 33

Child Safety Handbook 19

Safety in Sport

and Recreation

SAFETY IN SPORT – SMARTPLAY After activity, cool down. This prevents sore-

Smartplay is a sport safety and injury preven- ness and stiffness. To cool down, do a light jog

tion program that aims to reduce the inci- or brisk walk followed by stretching.

dence and severity of sport and recreational

DRINK UP

injuries.

Dehydration and heat stress prevents us from

Participation in sport and recreation pro-

playing at our best. Active people should

vides a range of benefits. It combats obes-

drink water or sports drinks before, during

ity, enhances self-esteem, improves physical

and after activity to help replace lost fluids

skills and develops friendships.

through sweat. Aim to drink 2-3 glasses

However, one of the main deterrents for

(500ml) of water half an hour to an hour

participation in sport and recreation, par-

before activity, one glass (200ml) every 10-

ticularly for young people, is the risk of

15 minutes during activity, and enough to

injury.

fully re-hydrate after activity.

But sports injuries aren’t inevitable. It is

estimated that up to 50% of all sporting inju- GEAR UP

ries are preventable. Protective equipment can prevent injury. It

The following advice provides children, should be worn at all times during training

parents and coaches with a guide on how to and games. It is important that it fits prop-

prevent sporting and recreational injuries. erly, is in good condition and is designed for

the activity being undertaken.

WARM UP Some common protective equipment

A warm up should be completed before includes wrist, elbow and knee guards; shin,

physical activity to prepare the body. The shoulder and body padding; helmets; gloves

warm up should be fun and include games and mouthguards.

and activities relevant to the activity ahead. Mouthguards

The length of a warm up will depend on the When playing sport, where there is a risk of

weather – if it is cold a longer warm up may injury to the face, players should protect their

be needed than if it was hot. mouth against dental injuries by wearing an

After warming up, stretching should be appropriately designed and made mouthguard.

done. When stretching: Custom-fitted mouthguards are considered

• Stretch all the muscles involved in the to provide the best protection for the teeth, lips

activity. and jaw. They provide a close fit, comfort and

• Stretch gently and slowly. cushioning (shock absorption) effect. Other

• Never bounce. types of mouthguards are available such as the

• Keep breathing when stretching. boil and bite (formed to the upper teeth after

the lining is softened in boiling water) and the

ready-to-wear which comes pre-formed, how-

ever, both offer limited protection.

To get the most protection from a mouth-

guard, it should have the following features:

• Be comfortable but a tight fit within the

mouth.

• Allow normal breathing and swallowing.

• Allow normal speech.

• Be the correct thickness (4mm) over the

teeth to provide protection against impact.

20 Child Safety Handbook Child Safety Handbook 34

SAFe tY IN SPORt AND ReCReAtION

SAFETY IN SPORT AND RECREATION



• Not cause gagging. In cold conditions, children should dress

• Be odourless and tasteless. in layers to trap heat and prevent heat loss.

To maintain a mouthguard’s protective quali- Layers can be removed as necessary according

ties it needs to be cared for after activity by: to exercise levels and conditions. Wet cloth-

• Rinsing it in soap and warm (not hot) ing should be changed as soon as practical.

water or mouthwash after each use and

allowing it to air-dry. MEDICAL CONDITIONS

• Keeping it in a well-ventilated plastic stor- All coaches must be aware of the medical his-

age box (with several holes) when it is not tory and current medical conditions of their

in use. players.

• Not leaving it in direct sunlight or hot con- Those who are ill or recovering from a

ditions such as in a closed car or in a car’s viral illness with symptoms such as fever,

glovebox. temperature, aches, pains or general muscu-

• Ensuring it is in good condition before lar tiredness in the 24 hours prior to sport

each use. should not participate.

• Getting a dentist to check it at check ups. For uncomplicated upper respiratory tract

• Replacing it if it is damaged. symptoms, such as a runny nose and sneez-

ing, participation should be limited to 10-15

WEATHER CONDITIONS

Children are highly susceptible to extremes minutes. After this time a player’s condition

in temperature therefore weather conditions should be reassessed and if they are still

should be carefully assessed prior to partici- unwell or are struggling to keep up, then

pation. they should not continue to participate.

In hot conditions, the temperature and Those taking prescribed medication must

humidity must be considered and if deemed obtain a medical clearance form from their

too hot or humid the event should be post- treating doctor before participating in sport

poned or cancelled. To prevent sunburn, or physical activity.

dehydration and heat illness children should Any complaint of pain, tenderness, limi-

be provided with shaded areas; wear light tation of movement or disability shouldbe

coloured and light weight clothing to cover referred to a medical professional for manage-

exposed skin; wear broad-rimmed hats and ment. Adolescents should particularly take

sunglasses; and apply SPF 30+ sunscreen. note of their spine, knees, ankles and wrists,

which are the most vulnerable to training at

their age and stage of growth.

IF INJURY OCCURS

Unfortunately injuries sometimes do occur,

despite the best prevention.

To ensure injuries are suitably treated a

Sports First Aider or Sports Trainer should be

present at all sporting activities. Responsible

coaches or activity supervisors should have

some understanding of basic sports medicine

principles. They can achieve this by complet-

ing a course from Sports Medicine Australia’s

Safer Sport Program (see www.smavic.org for

more information).

Soft tissue injuries should be treated with

RICER – Rest, Ice, Compression, Elevation and

Referral. Commence RICER immediately after

injury occurs and continue for 48-72 hours.

Child Safety Handbook 21

SAFETY IN SPORT AND RECREATION

SAFe tY IN SPORt AND ReCReAtION



PREVENTING SPORT SPECIFIC INJURIES • Learn and practise correct passing, catch-

In addition to the above-mentioned safety ing and landing techniques.

advice, undertake the following safety tips • Encourage children to participate in a Net

for your chosen sport. Set GO! program (incorporating FunNet

and Netta) to develop good skills and

AFL FOOTBALL techniques.

Common injuries • Lower goal rings should be used for rel-

Common causes of injuries are being tack- evant age groups.

led, hit/struck by another player, hit by the

ball and falls. BASKETBALL

Common types of injuries are wrist, hand, Common injuries

finger and forearm fractures, dislocations Common causes of injuries are falls, player

and sprains. contact, awkward landings, abrupt changes

Injury prevention in direction and being hit by the ball.

• Wear a mouthguard, preferably custom- Common injuries are ankle sprains.

fitted, at all times. Injury prevention

• Seek professional advice on the boots you • Learn and practise correct passing, jump-

should wear. ing, landing and shooting techniques.

• Learn, practise and use correct skills and • Encourage children to take part in Skill,

techniques. Fun & Play, Oz-Ball and Hoop Time pro-

• Games for children and teenagers should be grams to develop good skills and tech-

played in accordance with the National Policy niques.

for the Conduct of Junior Football estab- • Juniors should be matched for competition

lished by the Australian Football League. on physical maturity and skill level.

• Never hang or swing on a basketball ring.

SOCCER

Common injuries

Common causes of injuries are player con-

tact, falls and tackles.

Common types of injuries are bruising,

sprains, strains, fractures and dislocations.

Injury prevention

• Wear a mouthguard, preferably custom-

fitted, at all times.









NETBALL

Common injuries

Common causes of injuries are awkward land-

ings, slips/falls, player contact/collision, over-

exertion, overuse and being hit by the ball.

Common types of injuries are sprains,

bruising, fractures and dislocations.

Injury prevention

• Seek professional advice on footwear.

36 Child Safety Handbook

22 Child Safety Handbook

SAFe

SAFETY IN SPORT AND RECREATION tY IN SPORt AND ReCReAtION



• Wear shock absorbent shin guards at all and technique.

times. Seek professional advice on the cor- • There are restrictions on how many overs

rect fitting of shin guards. you can bowl in competition. Ask your local

• Undertake fitness programs to develop cricket club for more information.

endurance, strength, balance, coordina- • Get your coach to show you the proper

tion and flexibility. sliding stop.

• Encourage children to play Goalkick,

Rooball and Football Anytime to develop RESOURCES FOR CHILDREN, PARENTS

good skills and technique. AND COACHES

• Children should head the ball with the In addition to the resources already men-

proper technique and use the correct size tioned, Smartplay has sport specific fact

ball for their age and weight. Younger chil- sheets on:

dren should use softer balls (Nerf ball) to •In-line skating

head the ball. Once confidence is built, a •Skateboarding

regulation ball (under-inflated at first) can •Baseball

be introduced. •Hockey

•Rugby union

CRICKET •Surfing

Common injuries •Tennis

Common causes of injuries are being hit with •Volleyball

the cricket ball and falls. •Gymnastics.

Common types of injuries are strains, sprains, Smartplay also has a wide range of injury

fractures, bruising and open wounds. prevention resources available, such as:

Injury prevention • Safety guidelines for children in sport and

• Encourage children to play Have a Go and recreation

Kanga/Pairs cricket to develop good skills • Warm up – a guide to warming up, stretch-

ing and cooling down for sport

• Drink up – a guide to hydration and stay-

ing safe in hot sporting conditions

• Gear up – protective equipment for sport

and recreation

• Fix up – a basic guide to managing the first

48-72 hours of a soft tissue injury.

For further information contact:

Smartplay

Sports Medicine Australia

Sports House

375 Albert Road

South Melbourne VIC 3205

Telephone: (03) 9674 8777

Email: smartplay@vic.sma.org.au

Website: www.smartplay.com.au

Smartplay is managed by Sports Medicine

Australia – Victorian Branch and is supported

by VicHealth, Sport and Recreation Victoria

and the Department of Human Services.

Our thanks to Smartplay, Sports Medicine Australia

for contributing this section.







38 Child Safety Handbook Child Safety Handbook 23

SunSmart

PROTECTING CHILDREN FROM THE SUN

– BEING SUNSMART

The Sun – UV Radiation

Although our senses can easily detect sunlight

and infrared radiation (heat), they cannot detect

the level of ultraviolet (UV) radiation from the

sun. UV radiation can’t be seen or felt.

In Victoria from September to April, UV

radiation can be damaging to our skin on cool,

cloudy days as well as hot, sunny ones.

While UV radiation comes directly from

the sun, it can also be scattered and reflected

by surfaces such as buildings, concrete, sand, likely to burn but even children with dark

snow and water. It can also pass through skin can suffer sun damage. A tan will not

light cloud. protect your child from skin cancer. Even if

your child does not burn easily, they should

The effect of UV Radiation – Skin Cancer still be protected from the sun.

Overexposure to UV radiation can cause sun-

burn, skin damage and skin cancer. UV and Your Baby

Sun exposure in the first 15 years of life A baby’s skin is thinner than an adult’s skin.

contributes significantly to the lifetime risk It is extremely sensitive and can burn easily

of developing skin cancer. so sun protection is needed from the very

Australia has the highest rate of skin can- beginning. It is recommended that you don’t

cer in the world and one in two people living expose babies under 12 months to direct

in Australia will develop skin cancer during sunlight. If outdoors, babies need to be kept

their lifetime. However, skin cancer is almost in the shade. Even when in the shade, use a

totally preventable. combination of sun protection measures to

minimise sun exposure.

Sun protection

Whenever ultraviolet (UV) radiation levels Be SunSmart

reach 3* (moderate) and above, sun protec- To protect against skin damage and skin can-

tion is required. At that level UV radiation is cer, when the UV level is 3 and above, use a

intense enough to damage the skin and con- combination of 5 sun protection measures:

tribute to the risk of skin cancer. 1. Seek shade

In Victoria from September to April, UV Try to use shade whenever possible. Plant

radiation levels are above 3 for most of the day. trees or erect temporary or permanent shade

Particular care should be taken between 10am- structures in the places where your child plays,

2pm (11am-3pm daylight saving time) when or move activities, eg wading pools and play

UV levels reach their peak. equipment, into shaded areas.

The SunSmart UV Alert is issued by the Even while in the shade, UV radiation can

Bureau of Meteorology when the UV Index reflect from surfaces such as water, sand and

is forecast to reach 3 and above. It is reported concrete so it is important that children con-

in most daily newspapers and some television

and radio weather forecasts across Australia. * The Global Solar UV Index is a rating system

adapted from the World Health Organisation.

KEY MESSAGES FOR PARENTS It ranges from:

AND CARERS 0-2 Low

Who needs to use sun protection? 3-5 Moderate

Children of all nationalities and skin types 6-7 High

have very sensitive skin that will burn eas- 8-10 Very High

ily. Children with fair or pale skin are more 11+ Extreme

24 Child Safety Handbook

Child Safety Handbook 39

SUNSMART SUNSmARt



tinue to wear a hat, appropriate clothing and the Australian Standard 1067 (Sunglasses

sunscreen. – Category 2, 3 or 4)

2. Wear clothing that covers as much skin Eyes, like skin, can be damaged by exposure

as possible to UV radiation. Some young children may be

Shirts that have collars and sleeves that cover reluctant to wear sunglasses, so protect their

the shoulders and are at least elbow length, eyes by wearing a hat and staying in the shade.

and longer style shorts and skirts are most There are products available that have been

suitable. Choose lightweight, close-weave, specifically designed for babies and toddlers

loose fitting clothing that won’t make your and have soft elastic to keep them in place.

child too hot. The colour or darkness of the lenses

3. Wear hats that protect the face, ears doesn’t indicate the level of sun protection

and neck and you will need to check the label.

Wear a broad-brimmed, legionnaire or buck- If using sunglasses, look for glasses that:

et hat. • Are close fitting;

• Broad-brimmed hats should have a brim • Wrap around and cover as much of the

of at least 7.5cm (6 cm for very young eye area as possible;

• Are preferably marked EPF (eye protection

children).

factor) 10.

• The front peak and the long, back flap of a

5. Use SPF 30+ broad spectrum sunscreen.

legionnaire hat should meet at the sides to

Apply a 30+ broad-spectrum, water-resistant

protect the side of the face, neck and ears.

sunscreen 20 minutes before going outside

• Bucket hats should have a deep crown and and reapply it every two hours. Sunscreen

a brim of at least 5cm. ‘screens’ out UV radiation but does not

Hats that can be adjusted at the crown or can completely ‘block’ it out so some UV radia-

be tied at the front help secure the hat on the tion still reaches the skin. Sunscreen should

child’s head. If the hat is secured with a long never be the only method of sun protection

strap and toggle, depending on their activity, nor should it be used to stay out in the sun

it may be best to place the strap at the back of longer. Always check the expiry date.

the child’s head so it doesn’t become a chok- From May to August, UV radiation levels in

ing hazard. Many babies and toddlers do not Victoria are usually low (below 3). Therefore

like to wear hats and persistence is needed to sun protection measures are not necessary

teach them that a hat is part of their outside during these months unless you are in alpine

routine from September to April. regions, or near highly reflective surfaces like

Baseball caps and visors offer little pro- snow or water.

tection to the cheeks, ears and neck and are

therefore not recommended. Be a SunSmart Role model

4. Wear wrap-around sunglasses that meet Children often copy those around them and

learn by imitation. If you adopt sun protec-

tion behaviours the children in your care are

more likely to do the same.

Common Questions

I grew up playing in the sun. Now I hear

it is wrong to let children play in the sun.

What’s the truth?

Children should still be able to enjoy their

favourite outdoor activities whilst staying safe

in the sun. It’s about being smart in the sun

with your choice of clothing, hats, sunglass-

es and sunscreen, with the timing of activi-

ties and by seeking shady environments. A



40 Child Safety Handbook Child Safety Handbook 25

SUNSmARt SUNSMART



combination of five sun protection measures obviously more prone to sunburn, every child

should be used whenever ultraviolet (UV) in Australia should be protected regardless of

radiation levels reach 3 and above. At that his or her skin colour and type. Olive or tanned

level UV radiation is intense enough to dam- skin does not provide adequate protection.

age the skin and contribute to the risk of skin Can I use sunscreen on my children?

cancer. Sunscreen screens out UV radiation but does

Do children get skin cancer? not completely block it out. Some of the sun’s

Skin cancer in children is very rare but there UV radiation still gets through to the skin.

have been cases of skin cancer being diagnosed Sunscreen should be applied to those areas

in children. Anyone can be at risk of developing of the body that are not already covered by a

skin cancer. The risk increases as a person gets hat and clothing. The Australasian College of

older – older people have generally had more Dermatologists recommends the use of a sun-

sun exposure than younger people. Research screen “at any age when there is unavoidable

shows that sun exposure in the first 15 years exposure to the sun” and states sunscreen is

of life contributes significantly to the lifetime safe to use on babies. However it is always best

risk of developing skin cancer. Melanoma is to keep babies and toddlers out of the sun or

the most diagnosed cancer each year for 15-44 well-protected using other forms of sun pro-

year olds. tection so that sunscreen use is minimal.

What is the right balance between getting Many brands of sunscreen include a for-

enough vitamin D and protecting our chil- mulation especially for infants which offer

dren from skin cancer? the same degree of protection, but is much

Some UV radiation exposure is important gentler on their skin. Sunscreens with

for vitamin D production. Vitamin D is nec- Titanium Dioxide or Zinc Oxide work largely

essary for bone, joint, muscle and neurologi- by reflecting the ultraviolet radiation away

cal function. To get enough vitamin D from from the skin, and are less likely to cause

September to April, you only need 10 min- problems with sensitive skin.

utes of sun exposure to the face, arms and Sunscreen tips:

hands before 10 am or after 3 pm, on most • Test the sunscreen on a small area of the

days of the week. baby or toddler’s skin before using it to

Most people receive enough vitamin D sim- make sure there won’t be any reaction.

ply by going about their day-to-day lives. So • Use an SPF 30+ broad spectrum, water

you don’t need to make a special effort to go resistant sunscreen.

outside to increase your ‘dose’ of vitamin D. • Apply the sunscreen 20 minutes before

From May to August, UV radiation levels in going outside and reapply every two hours

Victoria are usually low (below 3). Therefore (even if the stated water resistance is long-

sun protection measures are not necessary er than 2 hours).

during these months unless you are in alpine • Always check and follow the use-by date

regions, or near highly reflective surfaces like on sunscreen.

snow or water. To get enough Vitamin D from • Don’t use sunscreen to extend time in the

May to August you need to expose your face, sun.

arms and hands to the sun for two to three • Only use sunscreen with other forms of

hours per week. sun protection. It doesn’t offer enough

To me, my child looks and seems healthier protection if it’s used on its own.

with a suntan. Is this true? Is it true that skin cancer is a worse prob-

A tan is a sign of overexposure to the sun’s lem now because of the hole in the Ozone

UV radiation and that damage has occurred. layer?

Continued exposure damages and weakens There is a thin layer of ozone, made up of

the skin and increases the risk of skin cancer. oxygen, that surrounds the Earth. It acts as

Are any skin types immune to skin cancer? a shield, protecting the planet from the most

No. While children with very pale skin are dangerous types of UV radiation.

26 Child Safety Handbook Child Safety Handbook 41

SUNSMART SUNSmARt





Activities for children

There is an abundance of curriculum mate-

rial on sun protection in primary schools.

Here are some fun activities, which will help

encourage children to use sun protection and

to make plans and develop skills to ensure

they are protected.

Making a SunSmart ad

Divide the children into groups and ask each

to create a SunSmart ad. To prepare, they

should first decide on two or three key mes-

sages about sun protection that they want to

get across. The ads could be performed live

or filmed on video. Variations may include

creating a radio ad or poster.

Increases in skin cancer incidence observed Silly Sausage Science Experiment

in recent decades are probably related to On a fine, warm, sunny day, try this experiment

changes in behaviour towards sun exposure to explore protection from the power of the

rather than the increases in the amount of UV sun. You will need: seven thick sausages, sun-

radiation due to ozone depletion. There may be screen, plastic food wrap or a piece of T-shirt

an increase in skin cancers due to ozone deple- fabric, newspaper, silver foil and cooking oil.

tion in the next fifty years or so but at this stage Sausage 1: apply SPF 30+ sunscreen to the

we are not certain about the effects of ozone sausage.

depletion and any associated climate changes. Sausage 2: apply a low factor sunscreen to

We do know that behaviour can have the sausage.

an impact on preventing skin cancer so it Sausage 3: apply oil to the sausage.

is important to use the five sun protection Sausage 4: Wrap sausage in plastic food

measures; shade, clothing, hats, sunglasses wrap or a piece of T-shirt fabric.

and sunscreen, whenever UV radiation levels Sausage 5: Wrap this sausage in newspa-

reach 3 and above. per.

Sausage 6: wrap sausage in silver foil.

Key messages for children Sausage 7: (Control sausage). Place the

• The sun has beneficial and harmful effects control sausage on a paper towel.

for living things. Place the sausages in full sun where they

• The sun produces UV radiation, which can will not be disturbed for an hour. Remove

cause sunburn and skin and eye damage. the sausages and have the children write and

• UV radiation levels are highest in the middle draw about their observations. Encourage

of the day so try to spend less time in the them to make their own conclusion about the

sun or play in the shade during these hours. link between sausage skin and their own skin

• UV radiation is different from heat. UV and the effects of different or no coverings.

radiation is not warm. You can get burnt Magazine activity

on cool, cloudy days! Ask the children to cut out pictures of people

• Protect yourself from the sun by playing ‘doing’ a range of outdoor activities eg a picture

in the shade, spending less time in the of kids skateboarding, a woman in a sports car

sun when UV radiation is strongest and by etc. Ask the children to comment on:

wearing long sleeved clothing, hats, sun- • Whether the people are engaging in ‘sun

glasses and sunscreen. smart’ behaviours;

• A suntan and other skin changes, such as • If not, what can they do to become ‘sun

freckles, are signs that the sun has dam- smart’?

aged the skin. You could then ask them to draw a picture of

42 Child Safety Handbook Child Safety Handbook 27

SUNSmARt SUNSMART



themselves engaging in their favourite outdoor (includes a questionnaire & agreement form).

activity – and adopting SunSmart behaviours. Step 2: Attach a copy of your sun protec-

Design a SunSmart school excursion program tion policy making sure it includes all of the

Let the children’s imaginations soar as they main points recommended by SunSmart.

devise their dream school camp or excursion (You can use SunSmart’s sample policy as a

program. The one requirement is that it must guide or copy it.)

be SunSmart. The children should be encou- Step 3: Send these to SunSmart. We will

raged to compile a list of required clothing review the application and policy and may

and equipment as well as an itinerary. offer some suggestions to ensure your school/

Designing/making a SunSmart hat service follows all of the SunSmart recom-

Ask the children to create their own Sun- mendations.

Smart hats using art/technology materials. Step 4: Once the application and policy

are finalised, we will invoice you and upon

Resources for teachers payment of a one-off $30 joining fee send

SunSmart has a number of useful resources you a SunSmart sign, certificate and other

available to help share our important sun resources.

protection message. These include teacher Step 5: You will then be a SunSmart member!

curriculum resources, posters, information

sheets, flyers, student activity sheets and For further information

project pages, brochures and multi-lingual To find out more about the SunSmart Schools

information sheets. and Early Childhood Program contact:

A resource listing is available on our web- SunSmart, The Cancer Council Victoria

site and resources can be ordered online 1 Rathdowne Street

at www.sunsmart.com.au or by calling Carlton VIC 3053

(03) 9635 5148. Telephone: (03) 9635 5148

Email: sunsmart@cancervic.org.au

SunSmart Schools and Early Childhood Website: www.SunSmart.com.au

Program Our thanks to SunSmart, The Cancer Council Victoria

Early childhood services and primary schools for contributing this section.

are invited to join the SunSmart Schools and

Early Childhood Program.

Being a member of the SunSmart Schools

and Early Childhood Program:

• Demonstrates your commitment to pro-

tecting children and staff from the risks of

UV radiation;

• Provides documented proof of your sun

protection measures through a compre-

hensive sun protection policy approved by

the Cancer Council;

• Assures parents/families that their child

will be well protected from the sun

• Complements health and welfare programs;

• Promotes the school / service within the

community as one that is committed to the

health of the children in its care.

Is your child’s school or early childhood

service SunSmart?

How to join the SunSmart Program

Step 1: Complete the application form

Child Safety Handbook 43

28 Child Safety Handbook

Fire Safety in

the Home

In Australia each year someone is either change your clock, at the end of daylight

injured or dies due to fire in the home, often saving. ‘Change your Clock Change your

children die as a result of fire and many more Smoke Alarm Battery’.

are injured, perhaps scarred for life. Even if

no one is hurt, the emotional cost of losing a

Fire blankets

Fire blankets are specially designed to extin-

home with cherished possessions and memo-

guish small cooking fires that may occur

ries is great.

in the kitchen. The fire is extinguished by

Because our homes are familiar places to

smothering the flames and preventing oxy-

us, we may tend to become complacent and

gen getting to the fire. Water should never be

careless. We may not see the hazards, but

used for oil, fat or electrical fires.

they are there. Care must be taken when using a fire blan-

KEY MESSAGES FOR PARENTS ket as you must lay the blanket over the fire

Smoke alarms and not throw the blanket over it.

It is now a legal requirement for owners of Fire blankets can be purchased from most

residential dwellings to install at least one hardware stores and will cost you approxi-

smoke alarm on each level in the home. It is mately $30-$40. You should position them

the owner’s responsibility to have the smoke where they are easily accessible and at least

one metre from the stove.

alarm installed.

• Smoke alarms should be located between the Fire extinguishers

sleeping areas on every level of your home. Dry powder extinguishers (red with a white

• Where people sleep with their doors band) are the most suitable extinguisher for

closed install an additional smoke alarm in use in the home. They can be used on most

the bedroom. fires, for example wood, paper and textiles

• Test smoke alarms each week. through to flammable liquids, cooking oils

• Clean smoke alarms every month by vacu- and electrical fires. They should also be kept

uming the vents. in cars, caravans and boats.

• Change the batteries once a year when you They can be purchased at most hardware

54 Child Safety Handbook Child Safety Handbook 29

FIRe SAFetY IN the hOme FIRE SAFETY IN THE HOME



stores and cost approximately $30-$40. The • Call the Fire Brigade immediately from a

fire extinguisher in the home should be near mobile phone or neighbour’s home on 000.

the entrance to the kitchen.

After extinguishing a fire, phone the fire In the event of a fire:

brigade on 000. They will ensure there are • If you discover a fire in a room then help

no embers left in the vents or roof space. anyone in need if it is safe for you to do so.

• Close the door to prevent the fire from

PLANNING IN THE EVENT OF A FIRE spreading to the rest of the house.

Home escape plan • Get out the nearest and safest exit possible.

House fires are extremely dangerous and can be If you live in a two storey house and find you

very scary. Smoke can fill a room within sec- are prevented from escaping, don’t panic:

onds. You may quickly feel disoriented and start • Move all family members into one room.

to panic. Many will be struggling to breathe. • Close the door and seal the bottom of the

You must know what to do in the event doorway with a blanket to prevent smoke

of a fire occurring so that you are fully pre- entering the room.

pared. It is important to have an escape plan • Ensure you have a landline phone or

and practise this regularly. mobile phone in your bedroom and dial

• Sit down with the family and draw your 000 for the fire brigade.

home escape plan so everyone knows what • Open a window and yell for help.

to do in case of fire. • Do not jump.

• Practise getting out of your home. (Make a • Once out of a burning house, stay out.

game of it so it involves the children). Never go back inside, not even to collect

• You must know at least two ways out of your favourite things.

every room. • Phone the fire brigade on 000.

• If exiting a closed room, feel the door with the • Stay at your meeting place until the fire bri-

back of your hand. If it is hot, do not open it, gade arrives.

use the alternate exit, usually the window. • Make sure everyone is accounted for.

• Never deadlock yourself in your home.

EDUCATIONAL RESOURCES FOR

Escape could be delayed and could cause

PARENTS AND TEACHERS

death.

• Learn to crawl low in smoke. Smoke rises, so Fire safety tips

the safest air to breathe is close to the ground. For more detailed information on the above

• Arrange to meet all the family members issues plus heaters and open fires, electrical

at a previously agreed spot outside your appliances, cooking, smoking, candles and oil

home. This could be the letterbox, a tree, burners. Contact: Metropolitan Fire Brigade

or a light post. on (03) 9665 4464.

• Once out of your home, stay out. Never go Fire Ed

back into a burning house. A Metropolitan Fire Brigade fire safety edu-

cation strategy for primary schools in the

Metropolitan Fire District. Specialised resource

materials are provided for primary aged new

arrivals who attend an English language school

or centre. Fire Ed for Special Ed has additional

resource support to increase the access for stu-

dents with a disability. Contact: Metropolitan

Fire Brigade on (03) 9420 3908.

Early fire safety

An educational program delivered by fire-

fighters about the daily care and protection of

very young children – for parents, caregivers

30 Child Safety Handbook Child Safety Handbook 55

FIRE SAFETY IN THE HOME FIRe SAFetY IN the hOme





and early childhood professionals. The aim educate Adult Migrant Education Services

is to raise awareness in preventing burns and (AMES) Centre students about fire safe

scalds. Contact: Metropolitan Fire Brigade on behaviours. Contact: Metropolitan Fire

(03) 9420 3908. Brigade on (03) 9420 3905.

The Juvenile Fire Awareness FLAMES for ELS/ELC

Intervention Program (JFAIP) This program is designed to teach English

For children and adolescents (including those through the teaching of fire safety. It is

with intellectual disabilities) who have been aimed at teenaged new arrivals who attend

involved in playing with fire or setting fires. The English language schools or centres. Contact:

program, delivered by Victoria’s Fire Services, Metropolitan Fire Brigade on (03) 9420 3905.

aims to reduce the number of deaths, injuries and

millions of dollars of property damage caused Operation Homesafe

by juvenile fire lighting in Victoria. It is home A voluntary program whereby the house-

based, free and strictly confidential. Contact: holder invites local firefighters to assist

Metropolitan Fire Brigade on 1300 309 988. with their home and fire safety. Firefighters

SmokeBuster identify fire and safety hazards around the

An interactive education bus which provides home. Contact: Metropolitan Fire Brigade on

the Metropolitan Fire Brigade with an addi- (03) 9665 4464

tional and innovative way to deliver fire safety For further information contact:

information to the community. It is outfitted Metropolitan Fire Brigade

with educational displays, video presenta- Community Education Department

tions and touch screen computers. Contact:

Telephone: (03) 9665 4464

Metropolitan Fire Brigade on (03) 9420 3904.

Website: www.mfb.org.au

FLAMES Email: commed@mfbb.vic.gov.au

A program designed to teach better English Our thanks to Metropolitan Fire Brigade Community

skills through the study of fire safety and to Education Department for contributing to this section.







Rural Fire Safety

RADIANT HEAT – THE KILLER IN A Put something between your skin and the

BUSHFIRE heat source and your skin immediately feels

Every summer, people try to survive bush- cooler. That’s all you need to remember about

fires by wearing light summer dresses, shorts, radiant heat from bushfires – distance and

singlets and even swimsuits. They often shielding protect you from dangerous exposure.

die without the flames ever touching their The danger is real. Radiant heat from the

exposed skin. People need to understand the flame front of a bushfire scorches vegetation

real risks of bushfire – heat stroke, dehydra- well in front of its path. It kills animals caught

tion and asphyxiation. in the open. People can also die if they do not

Radiant heat can kill. You need to cover up seek protection.

– dress to protect yourself – take refuge from Death is caused by heat stroke, when the

direct heat. Radiant heat cannot be transmit- body’s cooling system fails, leading to heat

ted through solid objects. exhaustion and heart failure.

If you put your hand near open flame, an

What you can do to shield yourself from

electric heater element, or an electric light

radiant heat – cover up and take cover

bulb, you can feel the radiant heat it gener-

1. Protect your exposed skin areas

ates. Draw your hand away and the amount

Bushfires usually occur on days of high tem-

of heat on your skin decreases.

44 Child Safety Handbook Child Safety Handbook 31

FIRe SAFetY IN the hOme RURAL FIRE SAFETY



perature. You and your family may be in opportunity – even if you don’t feel thirsty.

shorts, swimsuits, bare feet or sandals. Drink often to replace the fluids you

Remember, the dangerous effects of radi- sweat off. Alcohol and fizzy drinks must

ant heat are increased by the amount of skin be avoided as they aid dehydration.

exposed. Children and the elderly are especially

As soon as you know there are bushfires in vulnerable, so pay attention to their needs.

your area, cover up! Keep them indoors where they do not need

Firefighters wear protective gear to sur- to wear heavy protective clothing for long

vive, so should you. periods. Cool the skin by sponging with cold

Put on natural fibre long pants, light long- water. Make sure they drink frequently.

sleeved wool jumpers or close weave cotton 4. If caught on the road

shirts or overalls. Wear good solid footwear Remember, if your plan is to leave your

– preferably leather and a sturdy hat. This is home on a day of extreme fire danger then

your survival suit. do it early – well before you become aware

No matter where or when you face a bush- of a fire. A late evacuation is a deadly option.

fire, remember to wear your survival suit. Declaration of a Total Fire Ban should be

Cover up to survive. your trigger to put your plan into action.

Don’t be caught outside wearing a swim- Always u-turn to safety if you have the

suit or shorts, cover yourself as soon as you option but if you are caught on the road your

become aware of a fire in your area. car offers the best protection from radiant heat

2. Take cover inside your house as the fire front passes. Do not get out and run.

As the fire front passes, radiant heat levels

become extreme. RESOURCES FOR TEACHERS

Your clothing may not be sufficient to

protect you for the five to twenty minutes Fire Safe and Junior Fire Safe

it may take for the fire to pass. But radiant Classroom lessons for primary students

heat cannot penetrate through solid objects. covering a broad range of fire safety issues,

That means your best protection is a well- including bushfire preparedness, outdoor

prepared house. As the fire front passes, stay fire safety, CFA in the community, personal

inside with doors and windows shut to pro- fire safety and home fire safety. Contact: CFA

tect against spark entry. Remember, if you on (03) 9262 8444.

flee from your house, you lose its protection Mobile Education Van

against radiant heat. Other structures such as This is a program for primary school students

brick walls can offer protection. providing a semi-trailer that tours Victoria

3. Reduce the risk of dehydration delivering home fire safety lessons. It is set up

Dehydration occurs when fluid output from to resemble a house and involves home hazard

the body is greater than fluid input. It is dan- identification, home escape plans and personal

gerous because it creates a build up of salts survival skills. School interactive lessons and

and minerals in the body tissues, which puts follow-up teacher worksheets, and posters are

strain on the kidneys. When the kidneys fail,

included. Contact: CFA on (03) 9262 8444.

death can quickly follow.

The high air temperature during a bushfire For further information contact:

and the added stress of wearing extra cloth- Country Fire Authority

ing to shield against radiant heat will contrib- 8 Lakeside Drive

ute to make you sweat heavily. The fluids Burwood East, 3151

you lose must be replaced continuously Telephone: (03) 9262 8444

or you risk dehydration. Keep cool and Our thanks to the Country Fire Authority for contributing

drink water often. Drink cool fluids at every this section.







32 Child Safety Handbook Child Safety Handbook 45

Child Safety on Farms

Farms can be wonderful places for children, 1. The farm – family home and rural work-

where independence and responsibility is fos- place

tered and family relationships are strengthened. Farms are often a home and a workplace-

The farm environment has been able to children are commonly exposed to work-

provide children with valuable and unique place hazards not present in urban homes.

experiences that have enabled them to devel- Farm hazards are many and varied, with

op both socially and physically, even though potential consenquences of injury being

they are in an isolated setting. severe or fatal (eg drowning, runovers, entan-

However farms are also a work place and glement, falls)

evidence shows that this places children at The severe consequences of injury and the

greater risk of injury when playing or help- higher frequency and duration of exposure

ing out around the farm. to safety hazards place children on farms at

increased risk.

What are the facts about children being 2. The child – growing and changing

injured on farms? Consider the fact that children grow and

On average, 30 children aged under 14 die

progress through stages of:

on Australian farms each year as a result of

• Physical development.

injury, a third of these being visitors to the

• Intellectual development.

farm. Around 600 children are admitted to

• Emotional development.

hospital each year for farm related injuries

Children are not only smaller, they see the

– that’s more than 10 admissions for farm

world differently to adults and are not always

injuries each week. Many more children with

rational, cautious or able to foresee unsafe

farm related injuries present at Emergency

consequences.

Departments of country hospitals and to

Children will learn and develop farm safety

General Practitioners.

skills as they grow and gain experience under

What are the main causes of injury to supervision. However, full responsibility for

children on farms? personal safety should not rest completely

For children aged 0-4 years the most com- with children, even if they appear competent

mon cause of death is drowning, specifically in some situations or have been given rules

dams, rivers, creeks, pools, water troughs to follow. The safety of children is always an

and animal dips; followed by farm vehicles adult responsibility – primarily the parent or

and machinery, especially tractors (eg. falls carer, but also a shared concern of farm own-

and runovers). ers, managers, farm workers and other adults

For children aged 5-14 years the key caus- visiting the farm.

es of death are farm machinery, farm motor-

cycles (including ATVs), other vehicles and

What we can do to keep kids safe on

animals (mostly horses).

farms or rural properties?

It may be helpful to use the S-A-F-E approach

Farm motorcycles and horses are promi-

to address child safety on the farm.

nent causes of non-fatal hospital admissions/

Emergency Department presentation. Other The S-A-F-E approach to farm hazards:

causes of non fatal farm injury include machin- S See the hazards – conduct a farm safety

ery, vehicles, other animals and farm structures. walk to identify hazards.

A Assess the risk of injury and consider how

Why are children particularly at risk of old children are, how long and how often

farm injury? they are exposed to risks.

Children are at risk for two main reasons. F Fix the problems by using a variety of con-

These are to do with the nature of the farm trol measures.

environment and child growth and develop- E Evaluate and record your actions.

ment characteristics Some people will have more control over

46 Child Safety Handbook Child Safety Handbook 33

CHILD SAFe tY ON FARmS

ChILD SAFETY ON FARMS



implementing safety measures than others, • Are tanks, wells and troughs near the

but everyone can help in some way. house fitted with lids or strong mesh, and

are unused ditches filled in?

Key messages for adults on farms • Have those who look after children been

• Create a safe play area, such as a secure- alerted to ‘keep watch’ when children are

ly fenced house yard, which separates around and could wander off into water?

small children from bodies of water, farm • Do you know how to resuscitate a drown-

machinery, vehicles and other hazards. ing child?

Support this with supervision.

• Ensure someone is designated to ‘keep Farm Motorcycles

watch’ over children and that everyone on • Are children appropriately supervised

the farm is alert to ‘watch out’ for children. when learning to ride two-wheeled motor-

• Fill in unused water-bodies (eg ditches) cycles?

and cover tanks with lids. • Do all riders always wear a currently fit-

• Ensure children wear helmets when riding ted motorcycle helmet, long pants, and a

and only ride horses and bikes suited to sturdy footwear when riding motorbikes?

their size, age and ability. • Does the farm adopt manufacturers’ rec-

• Develop and regularly reinforce ‘out of ommendations and:

bounds’ areas for children when not with • Prevent children under 16 from riding

adults (eg. dams, workshops). quadrunners (ATVs);

• Apply ‘no passenger’ rules for tractors, • Prevent passengers riding on quadrunners.

machinery and four-wheel motorbikes.

• Ensure children wear seatbelts in vehicles

Horses

• Are children only allowed to ride horses

and that they do not ride the back of utes.

suited to their age and riding ability?

• Provide hearing protection for children

• Are children appropriately instructed and

accompanying adults using firearms,

supervised when learning to ride horses?

chainsaws or other noisy equipment.

• Do children on the farm always wear well-

• Learn how to resuscitate a child.

fitted riding helmets and smooth-soled

• Complete the checklist to determine how

riding boots when riding horses?

well you are managing these child safety

risks on your farm. Tractors and Machinery

• Do you prevent children from riding as

CHECKLIST FOR A SAFE PLAY AREA passengers on tractors and machinery?

• Is there a safe play area (eg. a fenced house

• Are children encouraged to keep away from

yard) for small children which is securely

tractors and farm machinery on your farm?

separated from farm machinery, vehicles,

work activities and other hazards? Farm Vehicles

• Does the safe play area have shade and • Do children always use seatbelts and proper

interesting things for children to do? restraints and never ride in the back of utes?

• Are there ‘out-of-bounds’ rules, for chil- • Are drivers careful when moving vehicles

dren who are not with a supervising adult, near the house in case children are present?

which are regularly reinforced? • Are keys kept out of reach of children

• Do ‘out-of-bounds’ areas include all haz- when vehicles are not in use?

ardous places (eg. water tanks, farm

machinery, vehicles, silos, workshops and Other hazards

areas where stock are yarded)? Have other hazards (eg. firearms, chemicals,

electrical, noise, silos) that children could access

Water on your farm been identified and addressed?

• Are swimming pools, effluent ponds, Copies of this checklist can be download-

channels or dams securely fenced if near ed from Farmsafe Australia’s website at www.

the house? farmsafe.org.au

34 Child Safety Handbook Child Safety Handbook 47

CHILD SAFETY ON FARMS ChILD SAFetY ON FARmS





doctor pointing out the unacceptable level

of death and injuries from ATVs on farms.

• Cattle Handling. A NZ video demonstrating

practical cattle handling skills and yard

design.

• Clearing the Air. A guide to handling con-

flicts in the workplace.

A recently acquired set of display material is

also available for loan; this comprises a free-

standing display board with a range of post-

ers and information sheets.

Please note that the checklist is not a sub- A teaching resource called ‘Ripper’ –

stitute for a comprehensive ‘on farm’ safety Rural Injury Prevention Primary Education

inspection and occupational health and safe- Resource is available. This provides a teach-

ty management program. More information ing program for students of varying ages, and

on this and ‘Managing Farm Safety’ courses will help reduce children’s risk of injury by:

for farm owners and managers is available • Increasing their awareness and under-

from Farmsafe Australia and your state Farm standing of farm hazards.

Safety Organisation. • Helping them develop strategies and behav-

The Victorian Farmsafe Alliance is a collabora- iours which will prevent farm injuries.

tive project funded by the Victorian WorkCover ‘Safe Play Areas’ is a resource package to help

Authority, the Department of Human Services, parents in rural environments plan and con-

The Department of Primary Industries and the struct a safe and interesting play area that

Victorian Farmers Federation. makes the supervision of children at play

The Victorian Farmsafe Alliance with the more manageable.

support of local farm safety action groups The above-mentioned resources are avail-

and community centres conducts activities able from Community Health Centres and

to raise the awareness of farm injuries and the Farmsafe Alliance, which is located in the

presents practical solutions. Victorian farmers Federation office. While

many resources are available free on loan,

RESOURCES FOR TEACHERS it is advisable to book well in advance. The

There are a variety of resources available to

Ripper book sells for $15.

schools and community organizations. The

farm model is very popular amongst younger For further information contact:

students, as are the activities and puzzles, The Victorian Farmsafe Alliance

which support this activity. C/- Victorian Farmers Federation

A number of videos are available to organi- 24 Collins Street, Melbourne 3000

sations that wish to run programs about farm Telephone: (03) 9207 5509

safety. Titles include: Website: www.farmsafe.org.au

• Health & Safety on the Farm, a guide to health Our thanks to the Victorian Farmsafe Alliance for con-

and safety induction of farm workers. tributing this section.

• Farm Safety, The Video, a 10 minute video

with a lighter approach depicting hazards

faced by children on the farm

• The John Deere Collection, one hour collec-

tion featuring a number of aspects of farm

safety.

• Farm Safety, how one Victorian farmer made

it happen, a practical demonstration of sim-

ple solutions to farm hazards.

• We’re Killing our Kids, NZ video featuring a

48 Child Safety Handbook Child Safety Handbook 35

Venomous Creatures







It is estimated that tens of thousands of • Keep barns and sheds free of mice and

Australians are bitten or stung annually by rats, as they will attract snakes.

venomous creatures. Fortunately, serious bites • Keep grass well cut – particularly in play-

and stings are relatively infrequent, probably grounds and around houses.

due to highly urbanized nature of our popu-

lation. Annually in Victoria there are an aver- Special notes regarding children:

age of 375 hospital admissions and more than • Never let children collect snakes.

1,100 emergency department presentations • If a young child says he or she has had

as the result of venomous bites or stings. contact with a snake, please believe them.

Venomous bites and stings are more fre- (Better to be safe than sorry).

quent in the warmer months, representing Snake bite when far from civilisation

both an increase in the activity of venom- Leaders of bush walking groups, scouts and

ous creatures and the prevalence of outdoor individuals traveling alone in remote areas

activity. Bites and stings are particularly com- often seek advice on this subject. Such groups

mon to the limbs. should be advised on how to avoid snakebite

Advice on treatment for bites and stings is before setting out (see above).

available from the Poisons Information Centre • People travelling in isolated areas are far

on 131 126 from anywhere in Australia more likely to need medical aid following

SNAKES AND SNAKEBITE falls, heart attacks or other illness, than for

snakebite.

Prevention of snake bite • When possible a radio transmitter or

Most cases of snakebite can be avoided by

following these simple rules:

• Leave snakes alone.

• Wear sturdy shoes and adequate clothing

in ‘snake country’. Do not wear sandals or

thongs.

• Never put hands in hollow logs or thick

grass without prior inspection.

• When stepping over logs, carefully check

the ground on the other side.

• Always use a torch around camps and

farmhouses at night – most snakes are

active on summer nights.

36 Child Safety Handbook Child Safety Handbook 49

VENOMOUS CREATURES veNOmOUS CReAtUReS



mobile telephone should be part of the will be far more comfortable, and therefore

expedition’s equipment. may be left in place for longer if required.

• If snakebite occurs, appropriate first aid • Start at the toes or fingertips.

may ‘buy time’ for the patient to reach • Crepe bandages are ideal but any flexible

medical care. material can be used – tear up clothing or

old towels into strips or use panty hose.

Some facts on snakebite • Do not remove clothing, as the move-

• Not all snakes are venomous but it is safer, ment in doing so will promote the entry of

from a first aid point of view, to consider venom into the blood stream.

all snakes dangerous. • Lie the patient down to minimize movement

• Sometimes only minimal amounts of • Keep the limb and the victim as still as

venom are injected, even though puncture possible.

marks are present. • Bind some type of splint to the limb eg

• At least 95% of bites occur on the limbs. piece of timber, spade, any rigid object.

Around 60% involve the lower limb. • Bring transport to the victim whenever

• The venom may be injected quite deeply. possible.

It has been shown that little venom is • Leave the bandages and splint on until

removed by incision or excision. medical care is reached.

• Research has shown that movement of • Don’t cut or excise the bitten area.

venom into the blood stream may be • Don’t apply an arterial tourniquet.

delayed if firm pressure is applied to the • Don’t wash the bitten area. The snake

bitten area and the limb is immobilised. involved may be identified by the detec-

First Aid for snakebite tion of venom on the skin. If the snake

First Aid using the Pressure-Immobilisation can be safely killed, bring it to the hospital

Procedure: with the victim for identification.

• Immediately apply a broad, firm pressure Bites on the hand or forearm:

bandage around the limb and over the bite • Bind to elbow with bandages.

site. • Use splint to elbow.

• It should be as tight as one would bind a • Use sling.

sprained ankle. If the bandages and splint have been applied

• As much of the limb as possible should be correctly, they will be comfortable and may be

bandaged. left on for several hours. They should not be

• Bandage from below upwards as this will removed until the patient has reached a doctor.

be most comfortable. Even though a little If venom has been injected, it may move

venom is squeezed upwards, the bandage quickly into the circulation when the bandages





When bandaging, leave tips of

toes showing so that cyanosis

(blue skin colour) will be visible

on inspection









50 Child Safety Handbook Child Safety Handbook 37

veNOmOUS CReAtUReS VENOMOUS CREATURES



are removed. The doctor will leave bandages in

position until he or she has assembled appro-

priate antivenom and drugs, which may have

to be used when the bandage is removed.

(The first aid measures can always be quick-

ly re-applied if deterioration occurs, and left

on until antivenom therapy has been started.)

Additional first aid for snake bite:

• Bites to the trunk: If possible apply firm Sydney Funnel-web spider

pressure over the bitten area. Do not restrict

chest movement. Keep the patient still.

• Bites to the head or neck: No first aid for

bitten area.

• Sea snakes: The pressure-immobilization

procedure is appropriate for sea snake bites.

SPIDER AND INSECT BITES

First aid for bites and stings by other

Australian creatures, which may cause

death: Red-back spider

The pressure-immobilisation procedure should be sought if local changes are causing

described on the previous pages is now rec- concern. Note: If bitten by a spider, always

ommended for use in the majority of other try to capture and preserve the culprit in

bites and stings with several exceptions dis- methylated spirit for identification purposes,

cussed below. Arterial tourniquets are no even if it has been squashed.

longer recommended for any type of bite or

sting. Bees, wasps and ants

May cause anaphylactic shock or death in

Sydney Funnel-web spider allergic persons. In non-allergic persons, iced

The pressure-immobilization procedure water usually relieves the pain. In all cases,

should be commenced as soon as possible bee stings should be scraped or pulled off as

and left in position until the patient is in hos- quickly as possibly to prevent further injec-

pital. Experimental evidence suggests that tion of venom from the venom gland, which

this venom may lose its activity if kept in the remains attached to the sting.

bitten limb. Antivenom is available. In persons known to be allergic, medical

Redback spider care should be sought immediately. Patients

No first aid is recommended for these bites who have suffered systematic reactions

other than the local application of iced water. should have access to injectable adrenaline

The venom works slowly and if its movement and know how to use it. Purified venoms are

is restricted, local pain may become severe. available to desensitise people allergic to bees

More than 300 case received antivenom each and most wasps. Purified Jumper ant, bull

year and no deaths have occurred since this ant and Green Headed ant venoms for this

treatment became available.

Other types of spiders

A variety of common house and garden spi-

ders frequently deliver bites, but usually very

little occurs other than a little local pain and

swelling. Bites are best lightly washed with

soap and water. Iced water may give relief

from mild pain and itching. Medical advice

38 Child Safety Handbook Child Safety Handbook 51

VENOMOUS CREATURES veNOmOUS CReAtUReS





purpose are not yet commercially available. stings by the other dangerous jellyfish such as

the Morbakka and Irukandji. Current opinion

The Australian paralysis tick is that all other jellyfish stings, including those

As soon as possible, the tick should be care- due to Physalia (the ‘blue bottle’ or ‘Portuguese

fully removed by levering it out of the skin man ‘o’ war’) are best washed with sea water

with tweezers, dental floss or the open points and then covered with iced water packs.

of curved scissors. It is possible that this

action may result in the further injection of Stonefish and other stinging fish

toxic saliva into the victim, but the longer the Severe pain is the most prominent feature. Do

tick remains in situ, the more venom may be not attempt to restrict the movement of the

injected. If the patient is already ill, the pres- injected toxin. Some stonefish stings respond

sure-immobilisation procedure should be to bathing in warm (not scalding) water. All

used to inhibit the movement of toxic saliva. stonefish stings require medical attention, as

NB. Check carefully for other attached do most deep stings caused by other fish. Often

ticks! An antivenom is available to treat foreign material and bacteria are deposited

severe cases of paralysis. quite deeply. Stonefish antivenom is available.

Note: Even if the bitten or stung person

MARINE CREATURES is ill when first seen, the application of the

Blue-ringed octopus and Conus shells pressure-immobilization procedure will help

The pressure-immobilisation procedure is to prevent further movement of venom dur-

recommended. Prolonged artificial respira- ing transport to hospital.

tion may be needed following a bite or sting.









Stonefish



Blue-ringed octopus Stingrays

Any stings or suspected stings by stingrays

involving the chest or abdomen must be con-

sidered a medical emergency and medical

attension sought immediately. Deaths have

occured when the barb has penetrated the heart

or abdomen. There is no specific first aid.

Conus shell For further information:

The Australian Venom Research Unit pro-

Box jellyfish vides a 24 hour Advisory Service for doctors

Pour domestic vinegar (never methylated via the Poison Information Centres (131 126

spirit or alcohol) over the adhering tentacles Australia wide), and directly via telephone

to inactivate them as soon as possible. This 1300 760 451.

prevents the further discharge of stinging The Australian Venom Research Unit

cells. Artificial respiration and cardiac mes- Department of Pharmacology

sage may be required. Antivenom is available. University of Melbourne VIC 3010

Telephone: (03) 8344 7753

Other types of jellyfish Website: www.avru.org.au

The application of vinegar is recommended for Our thanks to the Australian Venom Research Unit for

contributing this section.

52 Child Safety Handbook Child Safety Handbook 39

Dogs ‘n’ Kids

Pets are an integral part of our lives as pet-less counterparts, pet owners:

Australians. In fact over 80% of Australians • Have a decreased risk of cardiovascular

have an animal companion during childhood. disease;

The relationship between children and • Have fewer minor illnesses and complaints;

their pets is special and comforting, and it • Visit the doctor less often.

brings many benefits for child development, While owning a dog can be a delightful family

family harmony and even health. experience and has enormous benefits for the

child and the family, parents need to be aware

The benefits of growing up with pets of the risk of injury through dog bites.

Child development This Dogs ‘n’ Kids information is part of

Having a relationship with a pet can help an overall strategy to reduce the incidence

develop such skills as: and severity of dog bites to children. It has

• Nurturing skills; been developed by the Safety Centre at The

• Empathy; Royal Children’s Hospital in conjunction with

• Caring attitude; other child safety units, the Children’s Injury

• Responsibility; Prevention Working Party, local government

• Non-verbal communication. authorities and maternal and child health serv-

Studies have shown that children with pets: ices. It was made possible with funding from

• Have higher self-esteem; the Petcare Information and Advisory Service.

• Have improved social skills; While owning a dog can be a wonderful

• Are more popular with their peers. experience, it carries with it certain respon-

Family harmony sibilities. Some of these responsibilities relate

Pet ownership also has a beneficial effect on to your family’s, the dog’s, and other peoples’

family harmony. Research shows that fami- well-being.

lies with a pet: Other requirements are detailed by organi-

• Spend a lot more time interacting; sations such as municipal councils.

• Provide a focus for fun activities and

friendly conversation including the impor- Who is at risk of injury from dog bites?

tant topics of life. Dog ownership within a family brings with

Health it the risk of dog bites to children. Children

The relaxation and relief from stress provided are most frequently bitten by their own fam-

by animal companionship also yields health ily dog or by a friend’s dog. Children most at

benefits for parents. In comparison with their risk of dog bite injuries are under five years

40 Child Safety Handbook Child Safety Handbook 53

DOGS ‘N’ KIDS DOGS ‘N’ kIDS





old, usually in and around their own homes.

Around 30,000 people each year attend hos-

pital emergency departments in Australia for

dog bite injuries. Young children are often bit-

ten on the head, face and neck because of their

height in relation to the dog’s height. Dog bites

can lead to permanent scarring and disfigure-

ment, and the wounds may become infected.

If bitten by a dog, the child may require a teta-

nus booster and other medical care.

MINIMISING THE RISK OF DOG BITES

We tend to forget that dogs do not com- Feeding dogs

municate in the same way as humans. For Children should be taught not to approach a

example, humans make eye contact when dog that is eating or gnawing on a bone.

communicating and make physical contact Feeding is an adult’s only activity. This is

through an open handshake. Both of these because correct nutrition is important and

behaviours may be seen as a challenge by the also dogs may become protective of their food

dog. Training is the key to preventing dog or bones. Some dogs may be conditioned to

bites. Dogs, children and adults all need to accept interference with their food from the

be trained in how to approach and commu- time they enter the house as a puppy. This

nicate effectively. requires the owner to teach the dog not to

react if its food is removed while eating. Start

Sleeping dogs by putting your hand on the food bowl. If the

Teach children not to approach a sleeping dog.

puppy is happy and does not show sign of

When suddenly awoken from sleep, humans aggression, such as growling, add a treat to

have been known to behave defensively, that the food bowl and reward the puppy with a

is to strike out, and dogs when woken in fright pat. This training should continue through-

may behave in much the same way. Dogs out the dog’s life, especially if there is a pos-

should not be disturbed when sleeping. If you sibility of children entering the property.

need to wake the dog up, call them from a dis-

tance to allow them time to become oriented. When approaching a dog

Provide the dog with a bed that is separated Children should be taught not to approach

from noisy or busy areas. This will minimise an unfamiliar dog.

the risk of unintentionally waking the dog. Much behaviour humans show toward each

other can be perceived as a threat by dogs. If a

dog is in the company of its owner, it is essen-

tial to ask the owner’s permission first before

approaching the dog. The owner must initiate

the introduction of a new person to their dog.

The dog should be approached on an angle,

not from the front or rear. Once closer to the

dog, curl your fingers and slowly extend the

back of the hand and allow the dog to sniff

the hand before tickling under the chin or the

side of the chest. Dogs should not be patted

on the top of the head or the shoulders.

An open palm facing the dog may be seen

as a threat by the dog and may cause the dog

to act defensively. If the dog doesn’t sniff or



54 Child Safety Handbook Child Safety Handbook 41

DOGS ‘N’ kIDS DOGS ‘N’ KIDS



Never approach an unfamiliar dog, even if

it looks friendly.

Important dog behaviour to recognise

Dogs, as with any animals, have a special way of

communicating with each other and humans.

Few people really know or understand

signs of dog body language. A dog’s body

backs away, do not attempt to pat it. When language may give us clues about how a dog

approaching a familiar dog always call the

may be feeling.

dog by name before approaching.

A dog should be left alone if it:

Always supervise children around dogs • Lifts its lips

Young children can be rough and unrelent- • Growls

ing. They may be unaware that their behav- • Backs off

iour is annoying to the dog. Their high • Raises the hair on its back.

pitched squeals and uncoordinated attempts

RESPONSIBILITIES OF DOG OWNERS

at showing affection can disturb the dog,

causing it to act defensively or trigger a chas- Choosing the right dog

ing response. Discourage rough, inappropri- Choosing the right dog for your family is

ate play, as this may overexcite the dog. important. The choice you make may be with

There should be at least one adult per child you for 15 years or more, so it is important to

per dog. Adults should initially control the take a little extra time to consider many fac-

child’s movements when they are learning to tors. It is essential that you do not purchase a

interact with dogs. Showing children the cor- breed of dog simply because it is ‘in fashion’,

rect behaviour is essential when young chil- or if the breed has been featured in a popu-

dren are learning the skills of interacting with lar film or television show. This could lead to

the dog. You hold and guide a young child’s the dog and the family being unhappy and

hand to pat the dog gently. Young children may lead to dogs being surrendered in ani-

need constant supervision when in contact mal shelters or dumped.

with dogs. To choose the breed that will best suit your

Establishing eye contact with a dog can be family, some things to consider are:

seen as a threat or challenge. • The expected activity level of the dog;

When approached by a strange dog • How much time you can dedicate to exercise;

Children are easily excited. A common reac- • If you have children or expect to in the

tion in their excitement is to run and squeal. future;

This behaviour can frighten a dog that may • Whether your dog would be a working

only be curious, or want to join in the fun. dog or a house dog;

When approached by an unfamiliar dog, • How much time might be required for

children should be taught to stand like a stat- grooming;

ue with their arms by their sides. In all prob- • Your budget for food and maintenance;

ability, the dog will sniff the child, and then • The most manageable size dog for you;

walk away. It is important to instill in children • How much time the dog will spend alone;

the importance of not making eye contact • The person likely to be the main carer of

with the dog. Train children to look at their the dog;

own feet when approached by a dog, until a • Training required;

relationship has been strongly established. • The size of your yard.

Children should be taught to leave strange Need help choosing a breed?

dogs alone and to report stray dogs to an Any dog is capable of biting. Small dogs may

adult who may be able to deal with the dog inflict small wounds; larger dogs may inflict

appropriately. larger wounds. Parents should be wary of

42 Child Safety Handbook Child Safety Handbook 55

DOGS ‘N’ KIDS DOGS ‘N’ kIDS





introducing a young child to any breed with- and other animals. This may mean the puppy

out strict supervision. is more used to having frequent contact with

The Petcare Information and Advisory Service children and other animals. Dogs that are not

can assist members of the public to choose members of a household with children need

breeds most likely to suit their lifestyle. to be introduced to children regularly. If a

Potential dog owners can contact the serv- new baby is expected in the family, plan some

ice prior to purchasing a dog to help find a time prior to the arrival of the baby to social-

good match, this can be done on the website ise the dog with other children and babies.

www.pet-net.com.au for free by clicking on

Selectapet. Responsible canine associations or

The dog’s environment

Dogs need to exercise their minds as well as their

your nearest veterinarian can give you good

bodies if they are to live happily in a family.

advice about choosing the right dog.

A dog’s environment needs to be social

Training with both dogs and people. Most dogs like

Obedience training is essential for all dogs the opportunity to get involved with their

regardless of breed, size or age. physical and social environments. This inter-

Training is just teaching the dog good man- activity may result in a happier, more relaxed

ners. Proper training is important to ensure dog, less likely to be aggressive.

the dog behaves appropriately around stran- A well-managed physical environment for

gers and children. Dogs that leap on visitors your dog can eliminate many of the unwant-

are not only annoying, but can cause serious ed and destructive behaviours that are usu-

falls. Dogs that fail to obey commands such ally associated with boredom.

as ‘come’ and ‘stay’ could be placing their Law in most municipal councils requires a

own life and also the car driver’s life at risk secure yard that prevents the dog roaming.

by running onto the road. This also minimises the risk of injury to

All dogs should be taught the basic com- the dog through motor vehicle accidents.

mands that will keep them and others safe. Sometimes a fence that allows a dog to see

Commands such as ‘come’, ‘stay’, ‘sit’ and the outside world and passers by can help

‘drop’ are the least a dog should know. Some occupy time and make them less likely to react

dogs can also be trained not to react when to dogs and people. However, other dogs can

someone interferes with their food, although it be more reactive if they see outside the fence

is best never to interfere with dogs whilst eat- so their line of sight may need to be blocked.

ing. Train them to walk safely on a loose lead. Clean, dry bedding should be raised from

For advice on training, contact an obedi- ground level.

ence club, Canine Good Citizen or Delta The yard must be free from faeces. Do not

Society or there are many excellent books on allow your dog to foul other people’s environ-

the subject. ments. Clean up any faeces the dog deposits

Dogs need clear and consistent messages. inside or outside the yard.

Once a dog is trained older children will Interactivity should be provided for the

need to be taught how to give an effective dog during periods when it is left alone. Toys

and meaningful command. such as a Kong or raw bones are good start-

Children can also reward their dog for ers. Remember to change your dog’s toys

being obedient by offering treats and pats. regularly to reduce boredom.

Some dogs may become possessive with

Socialising the dog bones. Avoid the bones if this is so.

Socialising your dog throughout its life is Dogs need regular walks and training

very important. Socialising means learning to provide interest and variety in their day.

to be friendly to people, children and other Areas outside of the property can be utilised

animals. It helps when selecting a dog that for walks and training and off leash exercise

will become a member of a family, to choose in allowed areas. Children should always be

a pup that has been socialised with children supervised when a dog is present. Separate

56 Child Safety Handbook Child Safety Handbook 43

DOGS ‘N’ kIDS DOGS ‘N’ KIDS



the dog from baby or children’s bedrooms in a few minutes, leaving the window down

with an unbreachable door or barrier. makes little difference to the temperature

inside the vehicle.

The law Children and dogs left in vehicles on warm

All states have laws that outline the respon- days are at risk of rapid dehydration and

sibilities that dog owners have for their dog’s even death. Most states have laws regarding

behaviour. children being left unattended by an adult.

There is punishment for offences of these Offences under these laws may result in a

laws. These laws vary from state to state and fine or imprisonment.

council to council, but generally the follow-

ing principles apply. LEARNING HOW TO LIVE TOGETHER

You are required by law to register your

dog with the local council, usually prior Introducing a new dog into a household

to the dog reaching six months of age. with a child:

Registration is often cheaper for desexed dogs • Choose a puppy that has had positive expe-

and renewal notices are usually sent with the rience with children in the breeder’s home.

council land rate notices. Failure to register • Assess the response of an older dog to chil-

your dog can lead to a fine. It is important dren before accepting it into your home.

that your dog is identified. A collar and tag • Prior to the arrival of the dog, ensure chil-

with a clearly marked name, phone number, dren understand that the dog is a living

address and local council identification is and feeling animal and not a toy.

important. A microchip provides permanent • It can be beneficial to allow children to

identification. have had positive, supervised socialisa-

Some councils require dogs to be under tion experiences with other dogs, prior to

‘effective control’ while in public spaces, oth- bringing your new dog home.

ers require dogs to be leashed at all times • The dog must always be treated gently and

except in specially designated areas where quietly.

dogs can be exercised off the leash. • Sometimes the dog will want to be left

Dog owners should contact their local alone such as when sleeping or eating.

council to find out which rules apply. • The child should be encouraged to take

Most councils have limitations on the on age appropriate responsibilities such as

number of dogs that may be kept on a proper- grooming or ensuring the water dish is full.

ty. A permit may be needed if you keep more • Older children can learn to train their dog

than the specified number of dogs. with obedience activities.

Your council may have laws requiring • Train your child to make sure an adult is

owners to remove any faeces deposited by always present when in company with a dog.

their dog. This is courteous practice even if • As both dogs and children vary, it is impos-

not required by law. sible to identify an age for children to be

It is an offence if your dog: able to accept responsibility around dogs.

• Strays onto another person’s property;

• Roams at large;

• Rushes at, attacks, chases or worries any

animal or person;

• Creates a nuisance, eg. excessive barking.

You can be held liable for any damage caused

by your dog.

Hot weather

Children and dogs should never be left alone

in a car. In hot weather, the temperature

inside the car can increase dramatically with-



44 Child Safety Handbook Child Safety Handbook 57

DOGS ‘N’ KIDS DOGS ‘N’ kIDS





Introducing a child into a household the desired behaviour. Telling children

with a dog “Don’t…!” will not give the child the neces-

Young babies and children should never be sary information or skills to perform the cor-

left alone with a dog. Young children do not rect behaviour.

have the skills or understanding of how to Telling a child “Don’t cross the road there”,

handle a dog appropriately. The child may does not give the child any information about

have no concept of the pain they may be an alternative crossing place, or the reason

inflicting on a dog when handled roughly or why they should not cross there. A statement

the concepts of dominance and aggression. such as “Cross at the school crossing because

A new baby requires parents to devote an the crossing supervisor will make sure all cars

enormous time commitment in order to feed stop for you” is a more appropriate message.

and nurture the infant adequately. Time spent Children need to be taught how to interact

with the baby is time that might normally have appropriately with dogs; they need positive

been spent with the family dog. If any adjust- messages and role models.

ments to the dog’s routine are likely, gradu- Model the desired behaviour with the

ally phase them in, for example the amount of child. Tell them what you are doing and why

time to be spent with the dog, where the dog you are doing it. Break the sequence of events

will be fed, sleep etc. Ensure the dog has had into smaller steps.

regular, safe exposure to children. Ensure the child understands which part

The dog should obey basic commands of the dog they may touch, for example,

such as ‘sit’, ‘stay’, ‘come’ and ‘drop’. under the dog’s chin and on the chest.

Prior to the arrival of the baby, gently One person should hold the dog while the

introduce ‘child like’ contact with the dog, parent guides the child through the correct

for example stroking and gentle pulling of action. Hold and guide the child’s hand when

the ears, tail or paws. The dog should be teaching them the correct patting motion and

rewarded for accepting the contact. where to pat. Once the child begins to con-

The dog should be taught how to gently sistently demonstrate competency, the par-

accept toys or food from an adult’s hand after ent modeling can gradually be withdrawn.

the appropriate command. Reward the child and the dog when the

Rewarding a dog with praise or food when desired behaviour is demonstrated. If the

the baby is in its presence creates a positive child or the dog is uncooperative, do not per-

association for the dog. Shouting at the dog sist. Try again at another time. Don’t assume

or locking it outside will create a negative that once the behaviour has been demon-

association for the dog. Interaction between strated, the child will remember the correct

the dog and adults should not be exclusive sequence, appropriate place to pat the dog,

to times when the baby is asleep. The dog or action required. The skill may need an

should get used to the sound and smell of the extended period of assistance and observa-

baby before you bring the baby home. While tion in order for the child to be fully compe-

the baby is still in hospital, bring home some- tent in the skill.

thing that smells of the baby and allow the

HEALTH ISSUES AFFECTING DOGS ‘N’

dog to sniff it.

KIDS

Use an unbreachable door barrier across

Responsible owners maintain their dog’s

the baby’s room to prevent the dog entering

health. A dog which is unwell may be irri-

the room unnoticed.

table. Dogs, like humans are susceptible to

Teaching children how to interact with a variety of diseases and conditions that are

dogs caused or exacerbated by poor hygiene. Some

Children learn most effectively by ‘doing’. diseases found in dogs can be transferred to

Many of a child’s life skills, such as crossing humans, so it is essential to insist on strict

the road, grooming and eating are learned hygiene rules for the entire family.

from the parent with the child modelling It is important to discuss the following

58 Child Safety Handbook Child Safety Handbook 45

DOGS ‘N’ kIDS DOGS ‘N’ KIDS



information with your veterinarian who can other children. Ensure children are taught

give you accurate and specific information on how to wash their hands thoroughly.

keeping your dog healthy.

Infections

Young children may not fully understand the

importance of personal hygiene. The new

puppy that has not yet been toilet trained

poses a health risk for children crawling

around as they can put their hands in dog

faeces, and pick up infections or roundworm

eggs from the floor or ground.

Young children are likely to have less

resistance than adults and can pick up a mild

or serious type of gastroenteritis or other Fleas

disease from dog faeces. It is important to Fleabites can cause nasty skin irritations for

supervise their hand washing after contact dogs and humans. Fleas carry tapeworm

with animals. It is particularly important to eggs. Children ingesting these fleas can

ensure all faeces are removed from the yard. become infected with tapeworms. Flea con-

Your veterinarian, dog trainer or qualified trol medications are now available for dogs

dog breeders will give advice about how to and are one step in the flea control cycle.

toilet train a new puppy quickly and effec- All dogs’ bedding should be kept clean.

tively using rewards. Thorough vacuuming of all carpets and regu-

Canine vaccinations lar flea control programs within the house

All puppies require vaccinations for canine are recommended.

distemper, hepatitis and parvovirus.

Vaccinations are also available for kennel Water

cough. A yearly trip to the veterinarian is Dogs need ample supply of clean water,

necessary for booster vaccinations and the especially in the warmer months. Larger dogs

opportunity for a general health check. require a higher volume of water. If young

Children cannot catch these diseases. children are likely to enter the property, they

Worms may be at risk of drowning in large contain-

Dog worms such as roundworm, hookworm, ers of water. Replace large drinking contain-

whipworm, tapeworm and heartworm can ers with a series of smaller bowls that are not

easily be controlled at home. Puppies are likely to be a drowning hazard for children.

more susceptible to worms and should be

wormed at least every two to four weeks and

For further information contact:

The Safety Centre

adult dogs every three months. Heartworm

The Royal Children’s Hospital

requires different medication and should be

Flemington Road, Parkville, 3052

discussed with your vet. Consult your vet for

Telephone: (03) 9345 5085

further advice. It is essential that all worm

The Petcare Information and Advisory

control medication be placed in a locked

Service Australia

child-resistant cupboard.

Level 13 Como

With the exception of tapeworm, adult dog

644 Chapel Street, South Yarra 3141

worms cannot be transmitted to people, how-

Telephone: (03) 9827 5344

ever the larva from worm eggs can migrate in

Toll Free: 1800 631 784

the skin or organs and cause a rare condition

Website: www.petnet.com.au

called visceral larva migrans. Ensure dogs are

Or contact your local council or your nearest

wormed regularly. Children can pick up worm

veterinarian.

eggs from sources such as dogs, the ground Our thanks to Petcare and The Royal Children’s

and the school. They can pick up worms from Hospital Safety Centre for contributing this section.



46 Child Safety Handbook Child Safety Handbook 59

Safety at Home

What is a Poison?

Any medicine or household product used

incorrectly can be a poison.

Poisons may include:

• Drugs and medicines, eg. paracetamol,

cough and cold preparations, prescription

medicines such as heart pills, sleeping tab-

lets, and many more.

• Cleaning products, eg automatic dishwash-

er detergents, bleaches, drain cleaners.

• Cosmetics, eg perfume, cologne, after-

shave, nail polish remover.

• Other chemicals, eg petrol, alcohol, her-

bicides, pesticides, cigarettes, glues and

POISONING PREVENTION adhesives, mothballs, rat/mouse bait.

We use and store many chemicals and medi- • Poisonous plants, eg oleander, datura,

cines in our homes that are potentially harm- deadly nightshade.

ful to children. Poisoning is the second larg- Poisoning can occur when a substance

est cause of hospitalisation due to accidents, is swallowed, inhaled, spilt on the skin,

after falls. Most accidental poisonings result- splashed into the eye or injected.

ing in hospitalisation occur in the home. The If someone is poisoned contact the

Poisons Information Centres around Australia Victorian Poisons Information Centre.

deal with hundreds of calls each day.

If you or someone else may have been poi-

Victorian Poisons Information Centre soned, do not try to induce vomiting. Do not

The Victorian Poisons Information Centre wait for symptoms to occur. Take the child

(VPIC) is located at the Royal Children’s and container with you to the phone and call

Hospital in Melbourne. VPIC provides mem- the Poisons Information Centre on telephone

bers of the Victorian public with emergency 13 11 26, 24 hours a day to find out what to

telephone advice about: do and to obtain correct first-aid advice. It

• First aid in the event of poisoning, sus- will help if you can report what the substance

pected poisoning, bites and stings; was and how much the child has swallowed.

• The need for medical assessment;

• Prevention of poisoning; KEY MESSAGES FOR PARENTS

• Referral to other information sources. Prevention of poisoning

VPIC provides health professionals with Many poisonings occur when products or

information about: medicines are not in their usual storage loca-

• The ingredients in products involved in tions, eg when they are left on a benchtop

poisoning or exposure; or bedside table, during transport from the

• Assessment of the severity of poisoning or shop to home.

exposure; • Medicines and poisons should never be

• Potential toxic effects from a poisoning or left within children’s reach or unattended.

exposure; They should be put away immediately

• Treatment and management advice. after using or buying them.

VPIC aims to prevent unnecessary visits to • Household products and medicines should

general practitioners and hospitals and to be stored in a locked or child-resistant

ensure patients who are poisoned receive the cupboard, out of reach and out of sight

most effective treatment promptly. of children (at least 1.5m high). Locks

60 Child Safety Handbook

Child Safety Handbook 47

SAFe tY At hOme





and lockable cabinets can be bought from the dose, doubling-up on doses. Taking

hardware stores or the Home Safety Shop more than the recommended dose may be

at the Royal Children’s Hospital. harmful, so take care when giving or tak-

• Garden sprays, fertilisers, paints, thinners, ing medicines.

handyman products etc should be kept in • Do not take other people’s medicines.

a locked garage cupboard or shed and out • Parents and carers should be aware that

of the reach of children. the incidence of poisoning increases when

• All products should be kept in their origi- usual household routines are disrupted, eg

nal containers with clear labels, never in moving house, being on holiday, and hav-

cups or soft drink bottles. ing visitors.

• Whenever possible, purchase household

products and medicines that are in child For further information contact:

resistant packaging. The Victorian Poisons Information Centre

• Food should be kept separate from poisons. website: www.rch.org.au/poisons/

• Labels should be read carefully before use. Telephone: 13 11 26 for advice, brochures,

Always follow the direction for use when stickers and posters.

painting, spraying or cleaning the oven. The Safety Victoria website:

Use appropriate protection and ensure www.safety.vic.gov.au

there is adequate ventilation. The Australian Drug Foundation

• Medicines should be referred to by their Telephone 1300 858 584

proper names. Do not confuse children by Website: www.druginfo.adf.org.au

Our thanks to the Victorian Poisons Information

referring to medicines as lollies.

Centre for contributing this section.

• Young children tend to imitate adults, so

adults should avoid taking medicines in BUNK BEDS

children’s presence. The major cause of hospital admission due to

• Medicine cupboards should be cleaned injury in young children is falls.

out regularly. Unwanted and out-of-date Most of these injuries occur at home, at

medicines should be taken to your local school and at sport and recreation venues.

pharmacy for disposal. Falls are commonly from playground

• Visitors’ bags may contain medicines. They equipment and during sport. But every year

should be kept well out of reach of children. in Australia more than 2,000 children are

• Errors can occur when medicines are being injured from using bunk beds.

administered, eg. incorrect calculation of Young children falling from the bunk and

head entrapment causing strangulation or

limb entrapment, cause the most common

and serious injuries.

Bunk beds are not suitable for children

under the age of six. Do not let children use

bunk beds as a play area. Many injuries occur

when children fall from the top bunk while

playing. Before you buy:

• Check that there is no gaps sized 95mm to

230 mm in any part of the bed, including

guardrails, to prevent children trapping

their heads.

• Look for guardrails or bed-ends on all sides

of the upper bed, ensuring that the tops of

the guardrails are at least 160 mm (about the

length of a ball point pen) above the top of

the mattress, to prevent children rolling out.



48 Child Safety Handbook Child Safety Handbook 61

SAFETY AT HOME SAFetY At hOme



• Check that there are no protrusions of Key Messages for Parents

more than 8mm. • Prevent dust build up in the elements of

• Check that all tube ends are plugged. electrical appliances particularly with port-

• Check that all nuts and bolts are flush and able heaters and hair dryers. A build up of

smooth. dust is all it takes to cause an arc to earth

• Check that ladders are firmly fixed and and create a potential hazard.

stable. • Avoid leaving electrical appliances near

water or allow them to get wet. Don’t hose

For further information contact: down garage walls where power points are

Product Safety Policy Section

in close proximity.

Australian Competition & Consumer

• Avoid coiling extension cords when using

Commission

them as these can heat up and melt.

PO Box 1199, Dickson ACT 2602

• Avoid leaving extension cords in situations

Telephone: (02) 6243 1262

where people can trip over them.

Our thanks to the Product Safety Policy Section,

Australian Competition & Consumer Commission for • Prevent children from using any electrical

contributing this section. appliance without adult supervision.

• Insert safety plugs in all power points not

ELECTRICAL HAZARDS IN THE HOME in use.

Electricity is all too easily taken for granted. • Do not piggyback adaptors onto power

Each week 30 Australians are accidentally points, purchase a power board instead.

injured or killed by electricity. • When you plug in an appliance, make sure

Carelessness, a frayed lead, old appliances, it is fully inserted as the exposed pins on the

poor maintenance or hazardous conditions can plug are very much live and life threatening.

lead to the possibility of ‘earth leakage’, the most If your safety switch or circuit breaker

common cause of electrocution. Incredibly, keeps tripping, you could be overusing the

more than 80% of electrical deaths could have number of electrical appliances on the one

been prevented had a safety switch or Clipsal circuit. Disconnect some appliances to elimi-

Residual Current Device (RCD) been fitted. nate the problem. If the safety switch or cir-

Everyone should be aware of potential cuit breaker continues to trip, then you may

electrical hazards. Here are some things you have an earth leakage due to a poor connec-

should and shouldn’t do to protect your fam- tion or faulty appliance. Contact your electri-

ily in and around the home. cian immediately. He will have all the correct

Continually monitor all your electri- testing equipment to identify the problem

cal appliances and power tools. Inspect the professionally.

plugs and cords and look for signs of frayed If you live in a period home, your mains

leads and exposed wires. If tools are faulty, wiring may utilise cotton covered rubber

stop using them. Have them professionally cable. Be careful! Weak points may occur

repaired or replace them. where the cable is bent. If moisture finds its

Be on the lookout for faulty switches, sock- way through a section of split conduit to that

ets and light fittings. If a switch or socket is point, then the moisture will short out to the

arcing every time you flick the switch, switch metal conduit causing arcing and a possible

it off. If a light fitting has worked itself loose fire. Contact an electrician and seriously con-

from the connection, do not attempt a repair. sider rewiring the home complete with new

In these instances, call an electrician and have electrical accessories and switchboard.

it repaired or replaced without fail. Never The most important thing you can do is to

attempt any electrical repairs, modifications check that you have a safety switch correctly

or extensions. Do not authorise anyone to fitted. If you don’t have one, get one. Do not

attempt such work unless they are licensed to put off the decision. Push the test button

do so otherwise you will put lives, equipment from time to time to make sure it is working

and insurance claims at risk. correctly. Contact your electrician if you sus-

62 Child Safety Handbook Child Safety Handbook 49

SAFe tY At hOme SAFETY AT HOME





pect that it is not operating correctly. 75ºC. In some homes, the hot water temper-

Our thanks to Clipsal Australia Pty Ltd for contrib- ature was even higher.

uting this section. The table below shows you how long it takes

SCALDS PREVENTION for skin to receive a major scald burn from

In August 1998 the Victorian Government water at a range of different temperatures.

passed legislation aimed at eliminating the How can I prevent scalds?

risk of legionella bacteria forming in storage The best way of preventing scalds in the

hot water services and preventing scalding bathroom is to reduce the temperature of the

at hot water outlets used for bathing. This hot tap water at the basin, bath and shower

means that hot water for domestic use must to 50ºC. By law, all new hot water systems

be stored at a minimum temperature of 60ºC now have this setting. (The only exceptions

to kill legionella bacteria and reduced to to this are premises intended for children and

50ºC maximum at hot water outlets to pre- the elderly – such as early childhood centres,

vent scalding. schools, nursing homes, and so on. These

Are water burns really a problem? now have a temperature limit of 45ºC.)

Each year, hot tap water causes serious scalds The above settings are not bathing tempera-

to many small children and elderly people ture. Cold water still needs to be mixed with

around Australia. hot water. The maximum bathing temperature

More than 90% of these scalds occur in the recommended for young children is 37-38ºC.

bathroom where the temperature of water If you have had a hot water system installed

from the hot tap is set too high and a person before 5 August 1998, there are various ways

cannot react quickly enough to avoid a seri- of reducing the temperature of the hot tap

ous scald injury. water in the bathroom, depending on the

At 60ºC it takes only one second to cause type of system.

a full thickness scald. At 50ºC it takes five For the best advice, talk to your licensed

minutes. It may not seem a big difference in plumber, who may recommend:

temperature, but it can mean the difference • Installing a tempering valve, which reduc-

between scarring for life, agonising pain, hos- es the hot water temperature in the bath-

pitalisation and skin grafts, on the one hand, room, but does not affect the temperature

or a relatively minor injury on the other. in the kitchen

This is why the Plumbing Regulations • Installing a thermostatic mixing valve,

require a maximum temperature of 50ºC at which can be set to deliver hot water at a

the hot taps used for bathing purposes. This is precise, safe temperature

hot enough for a bath or shower, but not hot

enough to cause severe scalding. What else can I do to reduce the risk of

burns in the bathroom?

How hot is too hot? • Always run cold water first.

Before the latest temperature regulations, • Never leave a small child in the care of an

the hot water temperature in most Victorian older child, who may be able to turn on the

homes was generally set between 65ºC and hot water tap.

Water Temperature Major burn in • Take the child with you, if you have to

49°C 5 minutes answer the door or the telephone.

52°C 1.5 – 2 minutes • Never leave your child alone in the bathroom.

54°C 30 seconds • Keep the bathroom door closed when not

57°C 10 seconds in use.

60°C less than 5 seconds

63°C less than 3 seconds

What features do I look for when I’m

66°C 1.5 seconds

buying a new hot water system?

If you are buying a gas continuous flow hot

68°C 1 second

water system, there are two types available.

50 Child Safety Handbook Child Safety Handbook 63

SAFETY AT HOME SAFetY At hOme



One is factory set to a maximum of 50°C, • Use non-slip placemats instead of table-

which can be installed to supply bathroom cloths.

fixtures without the need to install a tem- • Always keep hot drinks away from children.

pering valve. These models have a sticker • Always turn pot handles away from the front

attached, which specifies the temperature of the stove or bench.

limitation, and they are generally not suit- • Use rear hot plates first.

able for kitchen and laundry taps, as con- • Fit a safety guard around your stove or hot

sumers generally prefer hotter temperatures plates.

at these points.

The other type is generally available with

If you or your child is scalded you should:

1. Remove clothing quickly. This helps the

a higher default temperature setting of 55ºC

heat escape from the skin. Leave clothes

or 60°C, which may be increased if required.

on, however, if stuck to the skin.

When installing these units the plumber

2. Immediately pour lots of cold water gen-

must also install a tempering device to ensure

tly over the scald for 15–20 minutes. This

the bathroom fixtures are tempered to 50ºC.

will stop further burning. It also helps to

Both models may have remote temperature

relieve the pain. Never use ice, oil, butter

control touch pads available as an option.

or ointment, as these can further damage

If you are buying a storage hot water serv-

the skin.

ice many energy source options are available

3. Cover the scald with a clean cloth, and

including gas, electric and solar. They all

keep the person warm.

store hot water and therefore need to be set

4. See a doctor if the scald is on the face,

to at least 60°C to prevent legionella growth

hands, feet, genitals or buttocks, or is blis-

and be tempered to 50ºC at bathroom taps to

tered or is larger than a 20 cent coin.

prevent scalding.

In an emergency phone 000 for an ambulance.

What else should I watch out for? For further information contact:

Other than tap water, the most common

The Plumbing Industry Commission

causes of scalds are hot drinks and hot liq- 450 Burke Road

uids from kettles, pots and saucepans. Camberwell VIC 3124

You can prevent your child from being Tel: (03) 9889 2211

scalded by taking special care to supervise Freecall: 1800 015 129

them in the kitchen. Email: mail@pic.vic.gov.au

In particular: Our thanks to the Plumbing Industry Commission

• Always keep hot drinks, kettles and jugs for contributing this section.

away from the edge of the bench. We gratefully acknowledge the advice and guidance of

• Use a curly cord or buy a cordless jug. Kidsafe, and its ‘Hot Water Burns Like Fire’ campaign.









64 Child Safety Handbook Child Safety Handbook 51

Preparing for

Emergencies

Emergencies can and do happen. In an emer- if you become hurt yourself. Only move the

gency, we often think less clearly – we can waste injured person from danger if it is absolutely

valuable time and time can be important. necessary.

Make sure that you have a list of emergency

numbers near your telephone. They might R Response

be keyed into a phone memory bank, or dis- Check for RESPONSE: is the injured person

played as a list close to the phone. conscious? The injured person should be

These numbers should include: Doctor, assessed by shouting and gentle stimulation.

Ambulance, Fire, Police and Poisons Is there a response? Infants and children

Information Centre. should not be shaken.

It’s also a good idea to learn first aid. The A Airway

Royal Children’s Hospital Safety Shop, among If the injured person is unconscious, CLEAR

others, run courses, which also include infor- and OPEN the AIRWAY.

mation on resuscitation. Resuscitation can Clearing the airway:

save a child’s life. If blood or vomit is present in the mouth or

First aid is a practical skill best taught by an the child has been involved in a water inci-

accredited instructor. This information is in no dent, turn them on their side and clear any

way a substitute for doing a first aid course. material from the mouth.

First aid-trained operators should ideally Opening the airway:

perform CPR, but any resuscitation is better Tilt the head back (depending on the child’s

than none.

size and age), support the jaw and open the

DR ABCD: helping you help others mouth.

In an emergency, telephone 000. • Adult/large child – maximum head tilt.

DR ABCD is the name of a plan, which • Small/child – slight head tilt.

helps you to remember what to do in case of • Infant – no head tilt (support the head in a

an emergency. Each letter stands for some- horizontal position).

thing you must do, and the order in which

you must do it. All first aid begins with DR

B Breathing

If the unconscious child has been placed

ABCD. Here is a brief reminder of what to do:

on their side to clear the airway, check for

D Danger breathing in this position.

Check for DANGER to you, others and the If the airway is not obstructed, the casualty

injured person. You can’t help someone else may be left on their back for this assessment.

52 Child Safety Handbook Child Safety Handbook 65

PREPARING FOR EMERGENCIES PRePARING FOR emeRGeNCIeS





To check if the child is breathing LOOK should be placed supine on a firm surface (ie.

for the movement of the lower chest and floor for adult/child and table for infants).

LISTEN and FEEL for the escape of air from Visualise the lower half of the sternum,

the nose and mouth. If the child is breath- which equates to the centre of the chest and

ing and has not already been placed on their place your hands or fingers in this position,

side, position them on their side in a stable according to the age and size of the child.

position and ring 000. Press straight down on the sternum to a 1/3

of the depth of the chest.

Give 30 compressions followed by 2 res-

cue breaths and continue until there are Signs

of Life, the scene becomes unsafe, qualified

help arrives, you are unable to continue or an

authorized person pronounces life extinct.

D Defibrillation

There are now a number of sites in our com-

munity that provide PAD (Public Access

Defibrillation), such as Melbourne Airport.

If the child is not breathing or not breath- This enables first aiders to apply an elec-

ing normally, place them on their back and tronic device called an Automatic External

open the airway as above. Block the nose and Defibrillator (AED) to the chest of the cardiac

place your widely opened mouth over the arrest casualty, which if the machine directs the

child’s mouth, or mouth and nose, depend- first aider they are then able to provide a con-

ing on their size and give 2 initial RESCUE trolled electric shock to the casualty’s heart.

BREATHS/PUFFS in 2 seconds, blowing only Calling for medical help as soon as possible

until the chest rises and then allow the air to will give the injured person the best chance of

passively escape. survival. If there are other people around, send

them to ring 000 immediately.

C Compressions

If the child has no signs of life (ie. uncon- BASIC FIRST AID

scious, unresponsive, not moving and not Bleeding

breathing normally) commence EXTERNAL Certain diseases can be transmitted through

CHEST COMPRESSIONS. blood, so take precautions to prevent infec-

A universal compression ratio of 30:2 (30 tions. Try to wash your hands with soap before

compressions followed by 2 ventilations) is and after; wear gloves if possible when man-

recommended for all ages regardless of the aging bleeding, and cover cuts or scratches on

number of rescuers present aiming for 100 your hands before touching an injured person.

compressions per minute.

Victims requiring chest compressions Severe bleeding

Act quickly. Heavy blood loss can kill the

injured person.

• Priority 1: Press hard on the wound, using

fingers or a clean cloth pad such as a towel.

Get the injured person to do this for you if

possible. If blood soaks through put anoth-

er pad on top and keep pressing. When

bleeding stops, leave the pad or wad of

cloth in place and bandage to hold it firmly.

Raise the injured part unless fractured.

• Priority 2: Call for medical aid. Stay

with the injured person. Watch for signs

66 Child Safety Handbook Child Safety Handbook 53

PRePARING FOR emeRGeNCIeS PREPARING FOR EMERGENCIES



of shock. If the injured person loses con- ROLL then smother with water or a blanket.

sciousness, follow DR ABCD steps. • If a hot liquid caused the burn, remove

clothing carefully but quickly.

Minor bleeding • If a chemical burn, do not walk in the

• Priority 1: Wash the wound thoroughly chemical or get it on your hands. DO NOT

using a clean cloth soaked in clean water.

pull off clothing stuck to the skin.

Do not put antiseptic into an open wound

Priority 2: Cool the burned skin. Use gently

– it may damage the tissues.

running cool water from a tap or hose (10 min-

• Priority 2: Cover with a clean dressing

utes for heat burns, 20 for chemical burns).

(preferably sterile and non-stick). Hold

Priority 3: Cover the burned area. Use a ster-

in place with a bandage. If the wound is

ile non-stick dressing or clean wet cloth. DO

a puncture or is dirty (eg. animal bite) the

NOT use lotions, butter or oils; DO NOT prick

injured person should see a doctor.

blisters. If the burn is larger than a 20c piece

Impaled objects and/or there are blisters, seek medical aid.

DO NOT pull out an impaled object. Control

the bleeding by pressing around it instead of

CHOKING

directly on the wound. Put a pad around it Adults or large child

before bandaging to prevent pressure on the Partial obstruction

impaled object. Seek medical aid. If the injured person is conscious and breath-

ing, help them relax and breathe deeply and

Cuts and bruises

Follow these steps: ask them to cough to remove the object. If a

R Rest the injured part in the most comfort- partial obstruction lasts longer than a few min-

able position. utes, call an ambulance.

I Ice covered in cloth, applied to the injury Total obstruction

for 20 minutes If they are unable to breath, cough or speak,

C Compression bandage, firm but not tight. clutching their throat, anxious and their

E Elevate the injured part unless you sus- conscious state deteriorates rapidly, call an

pect a fracture. ambulance and follow these steps:

Nose bleeds Conscious

Sit with the head forward. Pinch the soft part Encourage the casualty to bend forward with

of the nose firmly for 10 minutes. Apply a their head lower than their chest, you may be

cold pack to the neck and forehead. If bleed- able to position a child over your lap and per-

ing persists, seek medical aid. form up to 5 sharp back blows between the

shoulder blades with the heal of one hand.

Scrapes and grazes Check to see if each back blow has relieved

Wash thoroughly with running water to remove the airway obstruction.

dirt. Cover with non-stick dressing, bandage or If back blows are unsuccessful the rescuer

tape the dressing in place. Seek medical aid if should perform up to 5 chest thrusts. Check

anything is embedded in the wound. to see if each thrust is successful in removing

the obstruction.

Splinters

To perform the chest thrusts, identify the

Clean the area with a clean cloth soaked in

same compression point as for chest compres-

clean water. If the splinter is buried, seek

sions, with one hand on the sternum and the

medical aid. If the end is accessible, use a

other between the shoulder blades. The chest

probe to tease it out, grasp with forceps and

remove. Apply sterile adhesive dressing. thrusts are similar to chest compressions, how-

ever are sharper and delivered at a slower rate.

BURNS AND SCALDS This can be performed in the sitting, lying

Priority 1 over your lap or standing position. If the

• Smother burning clothing: STOP, DROP and obstruction is still not relieved continue to alter-

54 Child Safety Handbook Child Safety Handbook 67

PREPARING FOR EMERGENCIES PRePARING FOR emeRGeNCIeS



nate between 5 back blows and 5 chest thrusts container, check the label, and try to work out

whilst waiting for the ambulance to arrive. how much was taken. Do not induce vomiting.

Unconscious • Priority 3: Ring the Poisons Information

Commence CPR. Centre on 131 126 (national number)

• Priority 4: Seek medical aid urgently.

Infant or small child

Partial obstruction EDUCATIONAL RESOURCES FOR

Place the child face down in a steep head CHILDREN AND ADOLESCENTS

down position over your lap (gently) and MAS school programs

encourage them to cough. If they are unable The Metropolitan Ambulance Service provides

to clear their own airway, call an ambulance. lecture programs and displays on ‘school’s

first aid’, drugs and alcohol. It facilitates

Total obstruction School First Aid lectures, high school drug

Manage as per adult/large child. and alcohol lectures, teachers curriculum

DISLODGED TOOTH days, attends carers/ support groups, school

Clean it with the persons own saliva or milk – not fete days, school holiday programs, Girl

water. If it is a second tooth replace it promptly. Guide/Scout meetings and public displays.

Splint the tooth using cooking foil and ask the Website: www.ambulance-vic.com.au

casualty to bite firmly on the splint. If the tooth Telephone: (03) 9840 3500.

cannot be replaced, store it in a small amount First Aid for students

of milk and immediately refer the casualty to a The Royal Life Saving Society has specifically

dentist or hospital emergency department. designed courses for students in Years 4-8. This

allows participants to gain practical experience

SAFETY IN THE WATER in resuscitation and basic first aid techniques

• Follow the DR ABCD steps. including bandaging, slings, bites and bleeding.

• Start mouth to mouth as soon as possi- Website: www.rlssa.org.au/vic

ble, even while in the water if you can. Get Telephone: (03) 9567 0000.

urgent medical help while continuing mouth EAR for students

to mouth. If someone else can assist, keep In this course the Royal Life Saving Society

up mouth to mouth, and get them to call an provides the opportunity for students to gain

ambulance. Don’t stop resuscitation. valuable emergency life support skills.

• If the injured person starts breathing, lay Website: www.rlssa.org.au/vic

them on their side. Keep warm and check Telephone: (03) 9567 0000.

pulse and breathing until medical help First Aid for Parents and Carers

arrives. Don’t give up! People have been We strongly recommend all parents and car-

revived after being under water for half an ers undertake a first aid course and regularly

hour. Every second counts in restoring oxy- update their resuscitation skills.

gen to the brain, so keep going. Emergcare are the providers of first aid

POISONING courses to The Royal Children’s Hospital

• Priority 1: Follow DR ABCD action plan. Safety Centre.

If the area is dangerous or suspect, do not Email: clancyj@bigpond.net.au

enter the area until the Fire Brigade has Telephone: (03) 9304 1622

arrived. If the poison is from gas or inhaled For further information:

chemicals and it is safe to enter, open win- The resuscitation and first aid procedures

dows and doors or turn off the gas. in this section are based on Australian

• DO NOT attempt rescue without assistance Resuscitation Council Guidelines

or protection. If there is any poison around Website: www.resus.org.au

the injured person’s mouth, clean off or cover Our thanks to Emergcare, providers of first aid

before starting mouth to mouth. courses to The Royal Children’s Hospital Safety Centre,

• Priority 2: Identify the poison eg. look for a for contributing this section

68 Child Safety Handbook Child Safety Handbook 55

Safe Retrieval and Disposal

of Needles and Syringes

Safe disposal needle end. Make sure the needle is point-

The risk of contracting HIV (the virus that ing away from you.

causes AIDS) or other blood borne viruses by • Never recap a needle and syringe, even if

injuring yourself with a needle and syringe is the cap is also discarded.

very low. • Place the needle and syringe, needle end

If you find a discarded needle or syringe first, into the container. The container

The following steps will help you to safely should be on a stable surface and not held

retrieve and dispose of inappropriately dis- by hand.

carded needles and syringes. • Secure the lid on the container.

• Assess if the needle and syringe is in a • Take off the gloves and put them in a plas-

place where it can be easily removed. tic bag. Tie a knot at the end of the bag

• If you do not want to dispose of the needle and place it in a rubbish bin.

and syringe yourself or if it is in an awk- • Wash your hands with soapy water.

ward place to reach, contact the Disposal • To dispose of the container take it to your

Help-line for more information or to

local Needle and Syringe Program, local

arrange for it to be removed.

• You can call the Disposal Help Line on council office or contact the Disposal Help-

1800 552 355, 24 hours a day, seven days Line (1800 552 355) for further advice. Do

a week. not dispose of needles and syringes in rub-

bish bins, drains or toilets.

If you decide to remove the needle and

syringe yourself make sure you: If you get a Needle Stick Injury

• Wear latex or plastic gloves for protection. If you get pricked by a discarded needle and

Thicker gloves, such as gardening gloves, syringe (often referred to as ‘needle stick

make it difficult to pick up the needle and injury’) the following steps should be taken:

syringe. • Flush the injured area with flowing water.

• Take an approved disposal container and • Wash the wound well with soap and hot

lid to the site. These containers are avail-

water.

able from all Needle and Syringe Programs

and most local councils. If you do not have • Put antiseptic on the wound and cover it

one, use a hard plastic container such as an with a waterproof band-aid.

empty detergent bottle. Do not use glass bot- • Seek medical attention for an assessment

tles as these can break. of the risk of infection and appropriate

• If the needle and syringe is difficult to treatment.

reach, carefully remove rubbish or other • If the needle and syringe can not be

material around it so that you have direct retrieved, mark the area so others are not at

access to it. risk and contact the Disposal Help-line.

• If there is more than one needle and

syringe separate them by using a stick, or For further information and support

the end of a broom. Do this carefully. Each The Disposal Help-line

needle and syringe can then be picked up Telephone: 1800 552 355

individually. This section taken from Department of Human

• Pick up the needle and syringe by the bar- Services leaflet ‘Safe Retrieval & Disposal of Syringes

rel (plastic end). Do not pick it up by the & Needles’.

Child Safety Handbook 69





56 Child Safety Handbook

Severe allergies

in children

ANAPHYLAXIS IN SCHOOLS ening allergic reaction is adrenaline, given as

What is anaphylaxis? an EpiPen® injection. An EpiPen® is a sin-

Anaphylaxis is a severe, life-threatening allergic gle dose auto-injector, which is prescribed by

reaction, and up to 2% of the general popula- a doctor and provided by the parents.

tion are at risk. Management of anaphylaxis:

The most common causes in children are • Each child who has been prescribed an

eggs, peanuts, tree nuts, cows milk, bee or EpiPen® requires a medical management

other insect stings, and some drugs. plan, completed by a doctor. A parent

A reaction can develop within minutes of must provide written consent to use the

exposure to the allergen, but with planning and EpiPen® in line with this management

training, a reaction can be treated effectively by plan.

using an adrenaline injection (EpiPen®). • Employers should support staff training, so

that all staff can recognise an allergic reac-

Signs and symptoms of anaphylaxis tion and be able to administer an EpiPen®

All reactions need to be taken seriously, but

appropriately.

not all reactions will require adrenaline. A

• If a reaction is suspected, the management

reaction will include one or more of these

plan should be followed.

symptoms, and it is possible that a number of

• If an EpiPen® is given, an ambulance must

them will occur simultaneously.

be requested by phoning 000.

The following are common signs and

symptoms of an allergic reaction: Care of the EpiPen®:

• Hives or welts; • Clearly label storage container with child’s

• A tingling feeling in or around the mouth; name;

• Abdominal pain, vomiting or diarrhoea; • Check expiry date regularly;

• Facial swelling; • Store at room temperature;

• Cough or wheeze; • Store in a safe, easily accessible location

• Difficulty swallowing or breathing; close to the child

• Loss of consciousness or collapse; Staff may also find it useful to store the phone

• Breathing stops. numbers for parents or guardians, medical

It is also important to remember that young services and other relevant contact people in

children may not be able to express what the the storage container

problem is, or may describe it in other words.

GENERAL ISSUES

Prevention of any allergic reaction: Banning of products

• Know and avoid the causes; Banning of products that contain the allergen is

• Do not allow food sharing or swapping; NOT recommended, for many reasons.

• Only give foods approved by parents; Banning products will not succeed in cre-

• Give only food rewards or ‘treats’ provided ating an ‘allergy free zone’. It is difficult to

by the parents; achieve a 100% ban, for a variety of reasons.

• Encourage parents to provide safe treats For example, product labels can be confus-

from home; ing, parents of non-allergic children may not

• Practise routine hygiene. Children and comply with the ban and staff can become

staff should always wash their hands after complacent.

play and before eating.

Food sharing

Treatment of a life threatening reaction Food sharing between children at risk of ana-

The recommended treatment for a life threat-

Child Safety Handbook Child Safety Handbook 57

70

SeveRe ALLeRGIeS IN ChILDReN SEVERE ALLERGIES IN CHILDREN



phylaxis should be completely avoided. These and food. Where this is not possible, tables

children must only have food provided from must be cleaned thoroughly between uses.

home or given with the parent’s permission.

Excursions

Food preparation The EpiPen® must be taken on all excur-

Any staff, including relief staff, who are sions and a staff member trained to use

responsible for cooking or delivering food the EpiPen® should also be present. The

to children should know about the child’s EpiPen® should always be readily accessi-

allergies. They should be aware of alternative ble.

words used to describe the particular allergy For further information:

food. For example, cow’s milk may be called The Department of Allergy conducts educa-

casein, and egg may be called ovoalbumin. tion sessions for carers, parents and teach-

ers. Details of these community education

Art/craft sessions are available on the website or by

Food containers or packages that contained phone.

the allergy food should not be used. Parents of Website: www.rch.org.au/allergy

children with anaphylaxis can help by check- Telephone: (03) 9345 5701.

ing art/craft products for hidden ingredients, Our thanks to The Royal Children’s Hospital

as they are often more aware of terms used. Department of Allergy for contributing this section.

Separate tables should be used for art/craft







Children with Asthma

Asthma is very common among children. obtained from The Asthma Foundation of

Approximately 15% of Australian children Victoria by calling 1800 645 130 or down-

are currently diagnosed with asthma. A writ- loaded from The Asthma Foundation of

ten Asthma Action Plan is an important tool Victoria website www.asthma.org.au.

to help manage asthma, for children, parents, The Asthma Foundation of Victoria also

school staff and anyone caring for your child. provides schools with information, educa-

tion and resources that support the school

KEY MESSAGES FOR PARENTS community to become Asthma Friendly®.

As part of good asthma management, parents The Asthma Friendly® Schools Program

should make sure that their child has a writ- aims to improve the well being of young

ten Asthma Action Plan.

An Asthma Action Plan is a written set of

instructions prepared in partnership with

your doctor and will help to:

• Care for day-to-day asthma;

• Recognise worsening asthma and the steps

to manage it;

• Carry out First Aid in an emergency.

KEY MESSAGES FOR SCHOOL STAFF

The information in an Asthma Action Plan

is essential for school staff so they can better

manage your child while in their care.

Your child should be reviewed regularly

by the family doctor (and again if there are

changes in their asthma) and the Asthma

Action Plan updated accordingly.

School Asthma Action Plans can be

58 Child Safety Handbook Child Safety Handbook 71

CHILDREN WITH ASTHMA ChILDReN wIth ASthmA





Australians with asthma and enable them to 4-Step Asthma First Aid Plan

participate fully in daily activities, including Step 1: Sit the person upright and give reas-

regular exercise and sport. surance. Do not leave the person alone.

Research has shown that school staff Step 2: Without delay give four separate

involved in the Asthma Friendly® Schools puffs of a blue reliever medication (Airomir,

Program are more confident when dealing Asmol, Epaq or Ventolin). The medication

with children’s asthma.

is best given one puff at a time via a spacer.

KEY MESSAGES FOR CHILDREN Ask the person to take four breaths from

Children should also be encouraged to take the spacer after each puff of medication. If a

an active part in their own asthma care as spacer is not available, just use the puffer on

soon as they are old enough to take their own its own.

medication. Step 3: Wait four minutes. If there is little or

An asthma attack can occur anywhere, at no improvement, repeat steps 2 and 3.

any time and educating children can assist in Step 4: If there is still little or no improve-

providing skills that could save a life. ment call an ambulance (Dial 000).

Exercise is a very common trigger for asth- (Call an ambulance at any time during this

ma. However, as exercise is vital for health

4-Step Asthma First Aid Plan if the person’s

and development, it is one that children

condition suddenly deteriorates or you are

should not avoid.

Children with asthma should be encouraged concerned about their condition).

to be active. Don’t let asthma stop your child Continuously repeat steps 2 and 3 while

from being active. Take the time to learn how waiting for the ambulance.

to manage asthma in order to have a healthy For further information contact:

active lifestyle. See your doctor for advice. The Asthma Foundation of Victoria

FIRST AID FOR ASTHMA Telephone: (03) 9326 7088

If someone is having an asthma attack and Freecall: 1800 645 130

they do not have their own Asthma Action Email: advice@asthma.org.au

Plan (or their plan is not readily available) Website: www.asthma.org.au

you should follow the 4-Step Asthma First Our thanks to the Asthma Foundation of Victoria

Aid Plan as outlined below: for contributing this section.









72 Child Safety Handbook Child Safety Handbook 59

The Safety House

Program

The Safety House Program was first intro- to their local Safety House Committee. As

duced at Wooranna Park Primary School, part of our security, each person in the house

Dandenong North in 1979. Prior to its intro- or business, aged 17 years or over, is screened

duction, there had been unofficial reports of and interviewed by the local committee and

some 12 approaches to children in the area then undergo a national police check. All

in a three-month period. information obtained is strictly confidential.

The Safety House Association of Victoria When prospective Safety Householders are

Inc. was soon formed, now there are approx- interviewed, several factors are considered:

imately 350 local committees covering more • Does the house have a telephone?

than 500 schools, with approximately 17,000 • Is someone normally at home during the

registered Safety Houses in Victoria. times children are normally moving about

in their community?

WHAT IS THE SAFETY HOUSE PROGRAM? • Is there a dog on the premises?

The Safety House Program is a positive step • Are there any other factors that may deter

that any community can take to help make a child or a senior citizen from approach-

the streets safer for our children and our sen- ing or entering the premises?

ior citizens. It is something the whole com-

munity can be involved in. Basically, the How do children know about

Program involves establishing a network of Safety House?

Safety Houses in a local area. These are hous- One of the major aspects of the Safety House

es that children and senior citizens can use Program is the education of children and

if they meet with trouble whilst they are out adults.

and about in their community. Children are educated to recognise the

The broad aims of the Program are: Safety House sign and to trust their feelings

• To provide community assistance to children and instincts about people and situations.

and senior citizens when they feel unsafe Teaching children to be aware of their feel-

when travelling about in their community. ings helps them to identify potentially unsafe

• Through a network of Safety Houses, to people and situations. Children are then

provide a reliable means for children and taught what to do at times when they do not

senior citizens to get help as quickly as feel safe. This is a vital part of helping chil-

possible, by running to a safe place and a dren to look after their own safety.

helpful person. Safe ways to travel to and from school and

• To deter undesirable people from entering when they visit friends after school and on

local areas through the prominent and per- weekends are also dealt with in the class-

manent display of Safety House signs. room. It is emphasised that Safety Houses

• To alert the wider community to the dan- can be used at anytime but are only for times

gers faced by children and senior citizens of genuine need and that the Safety House

when commuting about in their commu- householder will call the police so that the

nity. police can advise them as to what action they

• To encourage children to gain the health will need to take.

benefits that walking and exercising in Parents and interested adults are also informed

their local community can offer. about the Program. Their interest, enthusiasm

and involvement are vital to success.

What’s involved? Our thanks to the Victoria Police, Community

People who would like their house or busi- Consultation and Crime Prevention Office for contrib-

ness designated as a Safety House can apply uting this section.

60 Child Safety Handbook

73 Safety Handbook

THE SAFETY hOUSe PROGRAm

the SAFetY HOUSE PROGRAM





INFORMATION FOR CHILDREN

‘Feeling unsure? Knock on a Safety House door’.

What is a Safety House?

A Safety House is a place where you can

go for help if you feel unsafe, frightened or

unsure. The people in a Safety House have

had special police and community checks so

you know that they are safe people who can

be trusted to help you. Children can go to a

Safety House any time of the day or night to

get help.

A Safety house can be:

• A house

• A shop

• A business premise

• A shopping centre

• A hospital or police station loudly or ring the doorbell.

At a shop: Go to the front counter or look for

When might I need to use a one of the people working at the Safety House.

Safety House? Tell the person what your problem is and

Anytime you are away from home, either why you feel unsafe. The Safety House per-

alone or with a friend. Maybe you are going son will get help for you.

to the shops, school, your friend’s house, or

playing at a park (or skate park). You can go What happens if I use a Safety House?

to a Safety House whenever you need help. If you use a Safety House the person will ask you

If you were: for your name and address and what happened

• Frightened by someone; and then they will ring the police. The police

• Feeling unsafe; will decide if they need to attend and they will

• Hurt; advise the Safety House person what to do.

• Lost; SAFETY AT PUBLIC EVENTS

• Being bullied; What happens if you are in a crowd and get

• Feeling scared; separated from your family or friends? What

• Frightened by animals; should you do if you are lost in a shopping

• Approached by a stranger who makes you centre, or other crowded area?

feel unsafe; Be prepared – plan ahead:

• Being watched or followed; • Make sure you know your name, address

• In need of help for any other reason. and phone number and a parent’s

When you are out walking, riding or playing, mobile number.

Safety Houses are there to help keep you safe. • Decide on a meeting spot beforehand so

How do I find a Safety House? everyone will know where to go if they are

Look for the yellow Safety House sign, the tri- separated. In large shopping centres this

angle with a ‘smiley’ face. The sign could be: might be the information counter. At an

• On a letterbox; AFL Football Stadium it may be a num-

• Near the front of a house; bered stand entrance.

• On the front fence; • Seek help from someone reliable like a shop

• On the front gatepost; employee, police or security officer, or fail-

• In the front window of a shop. ing that, an adult in a family group.

Have some family safety rules:

How do I use a Safety House? • If children become separated from parents,

At a house: Go to the front door and knock they should not search but go straight to

Child Safety Handbook 74

Child Safety Handbook 61

the SAFe tY hOUSe PROGRAm

THE SAFETY HOUSE PROGRAM



the designated meeting place. • Check bags are not blocking the aisle.

• Explain to children to seek help from • If you are travelling by yourself, sit near

someone like a shop employee, security the front of the vehicle, or near regular

officer or an adult in a family group. passengers or people you recognise.

• If someone offers them a lift, children • If someone sits or stands close to you so

should say no and go straight to a shop or that you feel uncomfortable, be polite but

Safety House location. move seats.

• If someone grabs them, children should

struggle and scream out something like “I Leaving the train or tram

don’t know this person”, “this is not my • Look out for your stop and be ready to

mum/dad”, making as much noise as they leave the vehicle without having to rush.

can. • Once you are off, stand well back.

• Never try to cross a road before the tram

Feeling unsure? has moved away.

Not all strangers are bad but we need to be • Never cross the road or train/tram track

wary of people we do not know. If a situation until you can see clearly both ways.

does not feel right, ask yourself these three • Don’t cross the road in front of a tram or

questions: between parked cars.

1. Do I feel safe with this person?

2. Do my parents know where I am? What else should you do?

3. Can I get help if I need it? • Keep your property close to you at all

If you answer NO to any one of these questions, times.

DO NOT GO. Remember – One no, don’t go. • It is a good idea to always carry a phone

You have the right to be safe. ALWAYS. card or money for a phone call.

Remember – Safety House is for every child. • Ring home if you will be late.

• Don’t be afraid to look for a police officer,

SAFETY ON PUBLIC TRANSPORT public transport staff or a Safety House if

As children get older they also get more inde- you have any problem. You are important

pendent and often secondary school involves and your safety is your first priority.

travelling by public transport. So if travelling

on a bus, a train or a tram, be careful: Stop! What happens if you miss your tram or

Look! Listen! Whenever you are near trains, train?

trams, buses or rail lines; Think! Anyone can have a bad day, you may miss the

tram or the train is cancelled, so what are you

At the bus, train or tram stop: going to do to make sure that you are safe and

• Stay well back from the roadside or well that people at home are not getting worried

away from the edge of a train platform. when you don’t turn up on time?

• While waiting, children should be in a This is something important that you need

group. to discuss with your parents before it hap-

• At night, wait in a well-lit area. pens. You need to work out a plan of what you

• Always wait until the vehicle stops com- would do and then stick to the plan. You will

pletely before going near the door. know how you are getting home and your par-

• Never try to open the door when a train or ents will know exactly the same thing.

tram is still moving.

• Wait for other passengers to get off first. For resources and further information:

• Don’t push or shove others when getting The Safety House Association of Victoria Inc.

on the vehicle. 44 Whyte Street, Brighton, VIC 3186

Telephone: (03) 9593 3788

Riding on the bus, train or tram Freecall: 1800 626 840

• Be courteous to drivers, they have the Website: www.safetyhouse.org.au

important job of getting everyone to their Our thanks to the Safety House Association for

destinations safely. contributing this section.

75 Child Safety Handbook

62 Child Safety Handbook

Responsibility and

Independence for

Older Children

GUIDELINES TO ASSIST PARENTS ability to also care for younger siblings until

As parents, you will need to decide how old they are much older.

a young person should be before they are left Encourage responsibility in children:

at home on their own. • Ensure emergency numbers are entered

Parents have obligations towards their chil- into the phone speed dial.

dren as defined in the Children, Youth and • Establish with your children basic rules

Families Act 2005. This Act states that as a around safety and security. Make sure they

parent or guardian it is an offence to fail to know these basic rules

protect children from harm. Parents and • Rehearse and reiterate:

guardians have a duty of care in respect of – what to do in an emergency;

a child and it is an offence to leave a child – what they can touch, what they must

unattended. A person who has the control not touch, including the use of electrical

or charge of a child must not leave the child appliances;

without making reasonable provision for the – security doors to be kept locked at all

child’s supervision and care for a time which times, access to keys, the possibility that

it is better not to answer the door at all

is reasonable having regards to all the circum-

rather than talk to someone unknown.

stances of the case.

It is important to teach children and

The age when young people no longer need

encourage them to:

supervision will depend on many varying fac-

• Understand their own body signals, which

tors. Not all teenagers have a mature sense of will help them recognise when they are

responsibility to be left alone. feeling unsure or unsafe;

When assessing each individual situation • Trust their body signals when they do feel

consider the following: unsafe;

• How far away you are? • Take action when they feel unsafe to make

• How long you are away? themselves feel safe again; and

• How accessible are you (or a nominated • Identify networks of trusted people around

friend or neighbour)? them who they can call and rely upon to

Consider also if the young person has an help eg; friends, relatives, neighbours.

adequate: When answering the telephone:

• Maturity; • Always have a list of emergency or network

• Sense of responsibility; numbers available near the phone.

• Understanding of actions and consequences; • Never tell someone unknown that they are

• Knowledge of what to do in an emergency; home alone – always say that mum or dad

• Ability to follow instructions; can’t come to the phone right now and

• Ability to carry out action plans and emer- take a message.

gency procedures. • If a caller asks, “What number is this?” Reply

Note: Young people may be responsible with “What number are you trying to call?”

enough to be left alone but may not have the • If you have an answering machine, use it.

Child Safety Handbook 76





Child Safety Handbook 63

ReSPONSIbILItY AND INDePeNDeNCe FOR OLDeR ChILDReN

RESPONSIBILITY AND INDEPENDENCE FOR OLDER CHILDREN

Only answer calls from people that you emergency and a fire evacuation plan and

know, otherwise let them leave a message. practice these.

• If you receive an obscene phone call, hang • Keep doors and windows locked when

up immediately. inside the house, make sure that keys are

• Don’t be tricked into having conversations accessible and that doors can be opened if

with people you don’t know. there is an emergency.

When answering the front door: • Don’t allow unsupervised use of danger-

• You do not have to answer the door, look ous electrical appliances.

through a side window to see if you know • Have guidelines on what utensils can be

the person first. used for food preparation.

• Always ask, “Who is it” before answering the • Practice scenarios with your children to pre-

door, if you don’t know who it is, don’t open. pare them for all occasions and to help them

• Talk to unknown people through the door turn unsafe situations into safe situations.

or through a locked security door, espe-

cially when you feel unsafe. For further information contact:

• NEVER invite someone you don’t know Victoria Police

into your house. Community and Cultural Division

• If a person refuses to leave, call the police. Concourse level

Victoria Police Centre

General 637 Flinders Street, Melbourne 3005

• Have a plan for when the child is home Telephone: (03) 9247 5306

alone. Website: www.police.vic.gov.au

• Have an escape route planned for any Our thanks to the Victoria Police, Community

and Cultural Division for contributing this section.







Protective Behaviours

for Children

Being a parent is a challenging and exhilarat- • Know it is their behaviour that is disap-

ing job, a roller coaster of feelings and experi- proved of, not them;

ences. This can be especially so when you are • Be offered encouragement for endeavours;

parenting a 10-12 year old. • Be listened to;

These children are on the cusp of adoles- • Know all feelings are OK, but some expres-

cence; they are in the eldest group of chil- sions of feelings are not.

dren in the primary school and are taking on KEY MESSAGES FOR PARENTS

leadership roles in their classrooms as well as As parents of 10-12 year olds it is most

on the sports arena. important that the communication channels

Children 10-12 years old are beginning to are wide open.

want to explore their world more, they are Listening to children and carefully observ-

spending more time away from you but you ing their body language will allow you to

still worry about them and want to make sure pick up on any signal from your child that

they are safe. something is not OK.

Children in this age group need to know Children may not be able to tell you that

that their parents care for them enough to set they are feeling unsafe or something is not

reasonable limits to keep them safe. OK for them. Perceptive parents will pick up

Children of all ages need to: a change in behaviour and then can ask how

• Be treated with respect; the child is feeling; this may prompt the child

• Have their successes acknowledged; to begin to share something.

64 Child Safety Handbook

77 Child Safety Handbook

PROteCtIve behAvIOURS FOR ChILDReN

PROTECTIVE BEHAVIOURS FOR CHILDREN



Parents quickly learn to avoid asking a operates as a lobby group for the implemen-

child “How was your day?” as they get the tation of reforms in child protection.

universal answer “Fine” and when ask- NAPCAN produces a range of free resource

ing, “What did you learn?” get the answer materials for parents, caregivers, educators

“Nothing”. Parents who comment on a child’s and children.

body language, “You look sad, happy, etc” Information is available on:

have more chance of opening up the chan- • Parenting tips;

nels of communication to allow the child to • Alternatives to hitting;

share how they are. • Cool down before things heat up;

Parents are the child’s primary caregivers • 30 ways to boost a child’s confidence;

and their behaviour is modelled by children. • Children grow with love and care;

It is important that parents are able to • When I feel sad and hurt;

manage their own anger, knowing what trig- • What is child abuse?

gers their anger and what socially accept- And many more which can all assist parents in

able outlets parents use to release the anger. the important job of bringing children up to

The feeling of anger is a very healthy feeling feel safe in all aspects of their lives.

and essential to motivating society to make For further information contact:

changes, address inequalities etc however NAPCAN Vic.

some adults express that feeling of anger in ‘Lockington’

a totally inappropriate way through violence 16 The Vaucluse, Richmond 3121

and abuse. Parents who get angry and release Telephone: (03) 9427 1178

it in a socially appropriate way teach their Website: www.napcan.org.au

children the difference between the feeling Email: napcanvic@aol.com

and how to safely express it. Parents need Thank you to NAPCAN for contributing this section.

to teach their children appropriate ways to

DISCUSSING SAFETY WITH YOUR CHILD

release their feelings.

Parents also need to think about their prob- What does ‘safety’ mean to you?

lem solving skills. It is OK for children to wit- There are many ways to talk to children

ness their parent’s arguments as long as they about safety, emphasising that “We can’t

resolve them in a way that models respect, SCARE people into feeling safe”. When we

appreciating the other’s point of view and discuss safety with children it is important

finally is resolved with a win-win outcome. that we do not leave them feeling afraid and

This process teaches children how to keep disempowered, but instead that we provide

safe in a possible volatile situation. Keeping them with awareness of their own safety and

their cool and learning how to resolve con- help-seeking strategies regarding what to do

flict situations in a peaceful win/win way will if they feel unsafe.

help keep kids safe.

KEY MESSAGES FOR PARENTS

RESOURCES FOR PARENTS AND Ask your child what ‘safety’ means to them,

TEACHERS and use as many everyday examples as pos-

The National Association for Prevention of sible to talk about the times they do and don’t

Child Abuse and Neglect (NAPCAN) is a feel safe, exploring what they can do in those

national organisation committed to the pre- unsafe times to help them feel safe again. Share

vention of child abuse and neglect in its many your experiences with them, emphasising that

forms. NAPCAN raises community awareness we all have times when we don’t feel safe.

about the issues of child abuse and neglect, You could use ‘Even if…’ questions to dis-

parenting and children’s well being. NAPCAN cuss safety with your child, eg. How could

also aims to open the lines of communication you keep yourself safe even if…?:

between the many community groups and • You heard a strange noise at night?

professionals. NAPCAN initiates and sup- • Someone bullied you?

ports appropriate prevention programs and • You got lost?

Child Safety Handbook 78

Child Safety Handbook 65

PROteCtIve behAvIOURS FOR ChILDReN

PROTECTIVE BEHAVIOURS FOR CHILDREN



• You were late in being picked up from Protective Behaviours, a personal safety

school? program encourages parents, teachers, and

• Someone you didn’t know asked you to go other people responsible for the care of chil-

somewhere with them? dren to educate them about safety, providing

Or make up your own ‘Even If…’ questions. knowledge and skills to help children keep

themselves safe. This program stresses the

How can you talk to your child about

safety without making them feel afraid? need to ‘feel’ safe, as well as being safe, rec-

The most important factor when discuss- ognising the important of psychological or

ing safety with your child is keeping the emotional safety.

communication channels open, letting It is important to resist the language of

your child know they can talk to you about ‘Stranger Danger’ with children, as the real-

ANYTHING. ity is that many people who pose a risk to

It is also vital that you help your child children may not be strangers at all, but may

identify a ‘Safety Network’ of trusted adults be well known to the child. Instead, children

who they can talk to if you are unavailable. need an awareness of their own feelings of

Discussing an ‘Emergency Network’ is also safety and skills to seek help in times when

important, identifying who your child could they do not feel safe.

go to if they felt unsafe in a place where their Protective Behaviours, a personal safety

ordinary network of people were not available. program has two key themes:

1. We all have the right to feel safe all of the

FURTHER RESOURCES FOR PARENTS time.

AND TEACHERS 2. Nothing is so awful that we can’t talk about

Protective Behaviours, a personal it with someone.

safety program (Victoria) Children’s Training in Protective Behaviours, a per-

Protection Society sonal safety program is available for Parents

When we are thinking about the safety of through the Children’s Protection Society,

children, it is important to ask two key ques- providing strategies to discuss safety issues

tions: with children.

1. Do children understand the concept of

‘safety’, and can they recognise when they Further information

are not feeling safe? If you are interested in attending a Parent

2. Do children know what to do, or who to Information Session, please contact:

turn to if they do not feel safe? Children’s Protection Society

Children need to understand the importance Coordinator of Training & Community

of their ‘Body Signals’ or ‘Early Warning Education

Signs’ that act like an internal alarm bell to 70 Altona St, West Heidelberg 3081

tell us when we don’t feel safe, and also to Telephone: (03) 9458 3566

have strategies for what to do when the alarm Our thanks to Children’s Protection Society for

bell rings. contributing this section.









79 Child Safety Handbook

66 Child Safety Handbook

Children and

the Internet

Children today are exposed to the Internet • Check out good sites for children – you

at an early age and from a variety of places, should be responsible for selecting the

which can include: sites that this age group visit.

• School – computers can be found in all • Very close supervision is strongly recom-

levels of the education system. mended.

• Home – many homes have personal com- • Set up bookmarks so very young children

puters and Internet access. can easily return to the sites you select.

• Friends – if your child does not have • Use safe search engines for this age group

access to the Internet at home, there is a to avoid accidentally uncovering inappro-

high chance that one of their friends will priate material in search results.

have an Internet connection. • Limit email correspondence to a list of

• Libraries – libraries have Internet terminals friends and family you have approved.

for use by patrons. • Teach them the basics of Internet safety

• Public Access Centres and Internet Cafes through sites such as Netty’s World (www.

– public places where members of a com- nettysworld.com.au).

munity can gain access to the Internet.

Children (8-11 years)

• Mobile Internet enabled devices – many From around eight years of age children can

mobile devices such as phones are now become increasingly interested in explor-

able to access the Internet. ing the Internet, chatting and correspond-

With so many ways for children to connect to ing online. Some older children may begin

the Internet, it is virtually impossible to deny to assert their independence and look for

them access. As a result, parents need to pre- inappropriate material. Marketers may target

pare children for Internet safety, just as they them, but increasingly they learn to recog-

do other forms of child safety such as cross- nise the difference between advertising and

ing the road or how to act in an emergency. other material.

Being prepared with an Internet safety It helps to talk to children about commercial

strategy for your children will reduce the risk information and how to deal with it. Whilst

of problems occurring. their skills and independence are increasing,

WHAT ARE MY CHILDREN DOING ONLINE? making Internet exploration a family activity

allows you to maintain close supervision.

Young Ones (2-7 Years)

Preschoolers can begin to explore the Internet Tips for Parents

and learn about the computer. Sit with them • Be actively involved in your child’s Internet

and teach them basic computer and Internet use.

skills via educational games or appropriate sites. • Emphasise safe online behaviour and

Children from about five years of age discuss why this is needed. Be actively

may also enjoy (with your help) email cor- involved with education programs that

respondence with family and friends. This is your child’s school has implemented.

a great way to start teaching them beginning • Investigate any chat room or online club

keyboard skills. your child wishes to join and make sure

they are legitimate.

Tips for Parents • Consider using Internet filters and other

• Install software such as filters and pop up technological tools to help manage access

stoppers to limit accidental exposure to to content and services.

unsuitable material. • Discuss the use of good cyber manners

Child Safety Handbook 67

Child Safety Handbook 80

CHILDREN AND the INteRNet

ChILDReN AND THE INTERNET





(Netiquette) just as you do for the real the Internet. Set ground rules for the use

world. of such devices.

• Place the computer in a public area of • Reinforce safety messages and cyber rules.

the home to help keep an eye on what’s Younger teenagers in particular should be

going on. Be aware of any Internet ena- reminded of the need to protect their privacy.

bled mobile devices they may have or have • Ensure teens understand that posting to

access to. newsgroups makes their email address

• Use search engines designed for this age public. Have them change their email

group. address if they suspect they are being

• Teach them how to be Internet safe by tracked.

using a fun interactive educational site, • Ensure both you and your teenagers under-

designed for this age group, Cyberquoll stand laws relating to copyright, privacy,

(www.cyberquoll.com.au). software piracy, hacking and obscenity.

• Be careful of what is published online by

Teenagers (12-18 years) teenagers. Many enjoy creating and pub-

The Internet becomes a valuable tool for lishing their own websites, so help them

homework and projects for teenagers. At the ensure the content is suitable before making

same time, younger teens start to become the web pages available for anybody to see.

more independent and self-assured, wanting

more freedom and coming under more peer INTERNET ADVICE FOR FAMILIES

influence. Their online and email contacts Children need parents and carers to help

tend to expand. Some may challenge the use teach them how to stay safe online. You may

of filtering or blocking software and attempt wish to think about the following to help

to access inappropriate content. your family:

Many are ‘Net savvy’. They know about hack- • Discuss with your children the potential

ing into systems and understand basic compu- risks of the Internet including: Content

ter programming. They are more able to differ- (inappropriate materials they might be

entiate between advertisements and other mate- exposed to online), Contact (people try-

rial, and to recognise persuasion techniques. ing to meet up with them in real life

Many older teens can write their own pro- after meeting them on the Internet) and

grams and know how to manage computer Commercialism (exposure to marketing

hardware and software. Their use of the and advertising messages).

Internet includes school research, job, fur- • Spend time online with your children and

ther education and health searches, global explore websites together. Take an interest

communication and enhancing their techni- in what they like to do online.

cal skills. This increasing knowledge can also • Help your children use the Internet as an

get them into trouble if they explore ways of effective research tool – learn about handy

getting around technical tools and methods homework tips for children and also good

for breaking into private systems. searching ideas.

• Be aware of you children communicating

Tips for Parents to people they don’t know, particularly in

• Stay in touch with what your children are chat rooms. Set house rules about what

doing online. While it may become less information your children can give out.

feasible to actively supervise their access, • Put the family computer in a public area of

continue to discuss Internet issues and the home, such as the living room, rather

share Internet experiences. Educate them than a bedroom. Be aware of any other

on the importance of Internet safety. methods your child may be using to access

• Keep the family computer in a public area the Internet and set appropriate guidelines.

in the home and be aware of any mobile • Talk to your children about their Internet

Internet enabled devices (such as phones) experiences – the good and the bad. Let

that may be able to be used to connect to them know it is OK to tell you if they come

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CHILDREN AND THE INTERNET



across something that worries them and How can NetAlert help?

that it does not mean that they are going to NetAlert provides an email and telephone

get into trouble. helpline for the wider community to use

• Teach your children the ways to deal with offering information and advice about the

disturbing material – they should not benefits and hazards of the Internet. It has a

respond if someone says something inap- particular focus on the methods (including

propriate and they should immediately filtering) of managing inappropriate content

exit any site if they feel uncomfortable or and providing children with safe access to the

worried by it. Internet. The helpline is accessible through

• Teach children that information on the a toll free national telephone number: 1800

Internet is not always reliable. 880 176 and an e-mail address: enquiries@

• Encourage children to treat others in the netalert.net.au

same way that they would in real life by The NetAlert parent’s website, www.

giving them an understanding of neti- netalert.net.au, is filled with advice and

quette. resources on Internet safety. Free materials

• Know the best ways of avoiding spam such as Internet safety brochures, parents’

(junk email) and how to identify it when it guides to Internet safety and information

when it first appears. sheets can be downloaded from the website

• Protect your computer from security or ordered through the helpline. The website

threats such as viruses by installing appro- is a good starting point to learn about the

priate software. issues.

• Discuss Internet safety issues with your NetAlert has created an educational pro-

Internet Service Provider and see if they gram specifically designed for parents. The

can offer any solutions that may help. program, available on CD-ROM, has real par-

• Develop an Internet safety strategy for your ents talking about Internet safety issues and

family. providing solutions.

Children need parents and carers to teach NetAlert has also developed a website spe-

them how to make smart choices about who cifically for younger children, Netty’s World

and what they find online, how to deal with - www.nettysworld.com.au. Netty is the star

commercial material, how to safeguard their of this site designed to help young children

privacy, how to have a positive experience learn about Internet safety. Netty lives on

when meeting people online, and how to use the Internet in ‘Netty’s World’ and guides

their time on the Internet effectively. children through a range of Internet safety

WHO IS NETALERT? issues via an online storybook – ‘Netty’s

NetAlert Limited (NetAlert), Australia’s Internet Net Adventure’. A number of fun games are

safety advisory body, was established by the also available to reinforce the safety mes-

Australian Government in late 1999 to provide sages. Children can also become members

independent advice and education on Internet of ‘Netty’s Club’ where free Internet safety

safety and managing access to online content. materials are provided by mail on a regular

NetAlert provides people – particularly basis. The club helps children stay reminded

young people and parents – with information about important and relevant Internet safety

about the issues, risks and dangers associ- messages in an enjoyable way.

ated with using the Internet. It offers advice NetAlert has created an interactive edu-

about how to minimise risks, avoid problems cational program for primary school aged

and use the Internet safely and responsi- children called Cyberquoll. Cyberquoll is

bly. NetAlert works closely with Australian available at www.cyberquoll.com.au or via

Government and State agencies (particularly CD-ROM. Cyberquoll contains six anima-

the Australian Broadcasting Authority), the tions. The introductory episode sets the

Internet industry and community organisa- scene. Episodes 2 to 5 investigate the issues

tions in order to promote Internet safety. through the things children want to do on the

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CHILDREN AND the INteRNet

ChILDReN AND THE INTERNET



Internet now, or will consider doing in the is available from NetAlert’s youth portal at

near future. Broadly these fall into the themes www.wiseuptoit.com.au or the DVD can be

of: Online Content, Online Communication, ordered free from info@wiseuptoit.com.au

Online Publishing, Commercialism and or by calling 1800 880 176.

Online Marketing, Safety and Security, and Finally, NetAlert distributes a monthly e-

Privacy. Episode 6 can be used to explore all newsletter for parents on Internet safety that

the themes. can be subscribed to through the NetAlert

NetAlert has also created an interactive website. A range of topics are discussed,

educational program called CyberNetrix for questions answered from the helpline as well

secondary school students. The program is as snippets of news and events on Internet

available from www.cybernetrix.com.au or safety related matters.

can be ordered free of charge from NetAlert.

Furthermore, NetAlert has created a DVD For further information:

called Wise up to IT, which includes 4 real NetAlert Limited

life case studies of young people’s experienc- Telephone helpline: 1800 880 176,

es on the Internet. Cases include cyber stalk- Monday to Friday, 9am-5pm

ing, cyber bullying, luring and grooming in Email: enquiries@netalert.net.au

chat rooms and scams/ID theft. This program Website: www.netalert.net.au

Our thanks to NetAlert for contributing this section.









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