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
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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