COURSE OVERVIEW:

Welcome to the Manage Significant Safety Threats in Early Childhood Education & Care course. This comprehensive program is designed to build your capacity to recognise, assess and respond to serious safety risks affecting both children and educators across long day care, preschool, kindergarten, family day care and outside school hours care settings.

This course begins by examining the key categories of significant safety threats that can arise in early childhood services, clarifying legal, regulatory and duty-of-care obligations, outlining the roles of approved providers, nominated supervisors, educators and support staff, and describing how structured risk assessment, active supervision, incident reporting and emergency response processes work together to maintain safe, compliant and child-centred environments.

Child safety threats arising from slips, trips and falls in indoor and outdoor areas are a constant concern in early childhood environments. This section explores how wet or slippery floors from bathroom use, water play, spills and mopping can quickly lead to serious falls, particularly for younger children who move unpredictably and have limited balance and hazard awareness. It considers the risks created when toys, blocks, books and cushions are scattered in walkways and play areas, and when loose mats, lifted carpet edges, torn vinyl or uneven floor surfaces are not promptly addressed. It also examines steps, ramps and changes in floor level without clear visual cues, as well as outdoor trip hazards such as tree roots, edging, hoses and uneven paths, highlighting the importance of design, housekeeping, visual cues and vigilant supervision throughout the day.

Playground, outdoor equipment and environmental conditions can create significant injury risks if design, installation and daily checks are not robust. This section examines falls from climbing frames, slides, decks and balance equipment, particularly where children are still developing coordination and judgement, and the consequences of inadequate or compacted soft-fall under and around fixed equipment. It explores the instability of poorly set up portable equipment such as planks, boxes and trestles that may tip or collapse when climbed on, and the dangers of pinch, crush or entrapment points on moving parts, including swings, see-saws and gates. It also considers hot surfaces on slides, metal equipment and soft-fall in hot weather, sunburn and heat stress from high UV exposure without adequate shade or protection, dehydration during high-activity outdoor play, insect bites and stings in outdoor areas, and contact with unsafe plants that may have thorns, irritant sap or toxic berries.

Furniture and indoor equipment bring their own safety challenges when used by active, curious young children. This section explores how falls occur when children climb onto chairs, tables, benches and storage units that are not designed for standing or jumping, and how finger entrapment can happen in doors, cupboards and gate hinges when closing speeds and hinge protections are inadequate. It examines the risks posed by unstable shelving or tall furniture that is not anchored and can tip when climbed or pulled, and the potential for cuts and bruises from sharp edges or broken surfaces on tables, cots, shelves and toys. It reinforces the importance of careful selection, secure anchoring, regular inspection and timely maintenance of indoor furniture and equipment.

Biological and infection risks spread rapidly in group early childhood environments where close contact and shared resources are part of everyday learning. This section examines how respiratory infections such as colds, flu and COVID-type illnesses spread via droplets, shared toys and inadequate respiratory etiquette, especially when exclusion and hygiene practices are inconsistent. It explores the causes of gastroenteritis arising from contaminated surfaces, shared bathrooms and poor hand hygiene before eating or after toileting and nappy changes. It also considers infection risks from contact with bodily fluids during toileting accidents, nosebleeds or vomiting, skin infections linked to poor hygiene or shared hats, bedding and dress-up clothes, and the ongoing challenge of head lice and other communicable conditions, emphasising the need for robust infection control policies, cleaning schedules and communication with families.

Hazardous substances and materials used in early childhood services can pose serious safety threats when storage, labelling and supervision are insufficient. This section explores the risks created when cleaning chemicals such as bleach, disinfectants and sprays are stored in low or unlocked cupboards where children can gain access, and when cleaning sprays, air fresheners or strong disinfectants are used near children or in poorly ventilated spaces. It examines skin or eye irritation caused by soaps, sanitisers, paints, glues and craft materials, particularly when used frequently or without age-appropriate controls, and the ingestion of non-food items such as playdough, glue, paint or small parts during play. It also considers exposure to pesticides or garden chemicals if they are used incorrectly around play areas, reinforcing the importance of safe procurement, storage, application and environmental zoning.

Food-related, choking and allergy risks are among the most critical safety issues in early childhood education and care. This section examines choking risks associated with hard, round or sticky foods such as whole grapes, nuts, raw carrot and lollies, particularly for younger children who are still developing chewing and swallowing skills. It explores burns and scalds from hot food or drinks placed within reach of children, and food-borne illness arising from poorly stored, prepared or reheated food. It also considers allergic reactions and anaphylaxis that can occur when children are exposed to known food allergens through meals, shared platters or contaminated surfaces, together with cross-contamination between children’s meals, shared platters or lunchboxes, highlighting the importance of allergy management plans, food-handling controls and confident emergency response.

Sleep, rest and safe sleep practices are essential to preventing serious harm for infants and young children. This section explores unsafe sleep environments where loose bedding, soft toys and pillows are present in cots for infants, increasing suffocation and entrapment risks, and cots or mattresses that do not meet safety standards due to gaps, poor fit or unstable frames. It examines temperature control issues in sleep rooms where poor ventilation or inappropriate heating and cooling practices can lead to overheating or chilling, affecting both safety and sleep quality. It also considers trip hazards in sleep rooms where cots, beds and cords are placed too close together, creating risks for educators moving between children, and reinforces the importance of adhering to safe sleep guidelines, careful room layouts and consistent supervision.

Behaviour, interactions and emotional wellbeing are directly linked to physical safety in early childhood settings. This section examines incidents of biting, hitting, kicking, scratching and pushing during play or conflict, and the injuries and emotional distress that can result for children who give or receive such behaviours. It explores injuries from rough-and-tumble play or collisions when children are running indoors or outdoors, particularly in spaces not designed for high-energy movement, and the impact of noisy, crowded or overstimulating environments on distress and behavioural escalation. It also considers the development of distress, anxiety or low mood from ongoing noise, crowding and constant activity, sleep disruption from light and noise during rest periods, the emotional impact of witnessing other children distressed, hurt or frequently disciplined, and feelings of fear or insecurity after falls, conflicts or other incidents.

Manual handling and musculoskeletal strain are major safety threats for educators who repeatedly perform physically demanding tasks at child level. This section examines the physical load associated with lifting, carrying and lowering children—especially toddlers and heavier children—and repeatedly assisting children into and out of cots, highchairs and prams. It explores the strain caused by working at child height for prolonged periods through kneeling, squatting or sitting on low chairs or the floor, and by moving and setting up outdoor play equipment, sandpit covers and heavy resources. It also considers the cumulative impact of rearranging furniture for meals, rest time, group time and events, and performing repetitive tasks such as making beds, cleaning tables, packing away toys and sweeping, underscoring the need for safer work design, equipment support and realistic staffing.

Slips, trips and falls also pose significant safety threats for educators working in dynamic, clutter-prone environments. This section explores how slips occur on wet bathroom, kitchen or art area floors created by spills, water play and cleaning activities, particularly when educators are moving quickly or carrying children or equipment. It examines trip risks created by toys, small furniture, children’s bags and children moving unpredictably in rooms and corridors, as well as trips over power leads, cords and charging cables in indoor spaces where technology is increasingly used. It also considers falls on uneven outdoor surfaces, steps, garden edges and play areas, emphasising the importance of effective housekeeping, storage systems, footwear policies and environmental maintenance.

Biological and infection exposure are daily realities for educators working in close physical contact with young children. This section examines frequent exposure to respiratory infections as educators provide comfort, play and learning activities at close range with children who may be coughing, sneezing or unwell. It explores exposure to vomit, faeces, urine and saliva during toileting, nappy changes and illness episodes, and infection risks arising when cleaning contaminated areas and handling soiled clothing and linen without consistent PPE and hygiene practices. It also considers the increased likelihood of skin conditions such as dryness, cracking or dermatitis from frequent handwashing and prolonged glove use, reinforcing the importance of appropriate hand-care strategies, product selection and organisational support for infection control.

Hazardous substances and chemical exposure can affect educator health over time when cleaning and maintenance tasks are frequent. This section explores skin irritation or dermatitis from repeated contact with cleaning agents, disinfectants and hand sanitisers, and eye and respiratory irritation from spray cleaners, bleach or strong disinfectants used in small or poorly ventilated rooms. It examines exposure to fumes from art products, glues, aerosols or whiteboard cleaners, particularly when used frequently or at close range, and accidental splashes of chemicals onto skin or eyes during decanting or cleaning tasks. It highlights the importance of safe handling procedures, PPE, ventilation, product substitution and training to minimise these risks.

Kitchen, food and hot surface hazards create additional risks for educators involved in food preparation and service. This section examines burns from ovens, stovetops, microwaves and hot trays when preparing or reheating food for children, and scalds from hot water, kettles and hot drinks carried through or near play and eating areas. It explores cuts from knives, peelers and broken glass or crockery used in kitchen and dining spaces, and slips that occur on food or drink spills in eating areas, kitchens and preparation spaces. It reinforces the need for clear separation of children from food-preparation zones, safe work procedures, prompt spill management and appropriate PPE.

Playground, outdoor supervision and environmental conditions can also compromise educator safety. This section explores strains and sprains that can occur when pushing swings, lifting equipment or engaging in active play with children, particularly when educators attempt to match children’s activity levels without adequate support or conditioning. It examines heat stress, sunburn and dehydration that may develop during extended outdoor supervision in high-UV conditions without sufficient shade, breaks and access to fluids. It also considers slips and trips on wet grass, sand, bark or uneven surfaces in yards, and insect bites and stings while supervising in gardens and outdoor spaces, highlighting the need for appropriate clothing, footwear, sun protection and rotation of staff duties.

Behaviour, emergencies and workstation design create further safety threats for educators managing multiple responsibilities at once. This section examines bites, scratches, pinches and hair-pulling from distressed or dysregulated children, and the risk of being knocked or fallen on when children cling to legs or jump into arms unexpectedly. It explores injury risks when intervening to separate children in physical conflict, and hazards associated with evacuations where educators must carry infants and guide large groups quickly through doors, paths and assembly areas. It also considers smoke or burn risks in rare cases of kitchen, electrical or external fires, trips or falls while moving quickly during drills or real emergencies, and neck, shoulder and back strain from documentation completed on low benches or children’s tables. Finally, it examines prolonged standing or awkward postures when supervising and documenting simultaneously, and eye strain from screen use on poorly positioned computers or tablets, underscoring the need for ergonomic workstations and realistic documentation practices.

By the end of this course, you will be equipped with a solid understanding of significant safety threats in early childhood education and care, together with practical risk-assessment tools, prevention strategies and escalation approaches that support children’s safety, protect educator wellbeing, meet legal and regulatory obligations, and sustain high-quality, play-based learning environments.

Each section is complemented with examples to illustrate the concepts and techniques discussed.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand the following topics:

1. Introduction to Safety Threats in Early Childhood Education & Care Settings

• Key categories of significant safety threats for children and educators
• Legal, regulatory and duty-of-care obligations in early childhood services
• Roles of approved providers, nominated supervisors, educators and support staff
• Risk assessment, supervision, incident reporting and emergency response processes

2. Child Safety Threats – Slips, Trips and Falls

• Wet or slippery floors from bathroom use, water play, spills and mopping
• Toys, blocks, books and cushions scattered in walkways and play areas
• Loose mats, lifted carpet edges, torn vinyl or uneven floor surfaces
• Steps, ramps and changes in floor level without clear visual cues
• Outdoor trip hazards such as tree roots, edging, hoses and uneven paths

3. Child Safety Threats – Playground, Outdoor Equipment and Environment

• Falls from climbing frames, slides, decks and balance equipment
• Inadequate or compacted soft-fall under and around fixed equipment
• Unstable or poorly set up portable equipment
• Pinch, crush or entrapment points on moving parts
• Hot surfaces on slides, metal equipment and soft-fall in hot weather
• Sunburn and heat stress from high UV exposure without adequate shade or protection
• Dehydration during hot weather or high-activity outdoor play
• Insect bites and stings in outdoor areas
• Contact with unsafe plants

4. Child Safety Threats – Furniture and Indoor Equipment

• Falls from chairs, tables, benches and storage units when children climb
• Finger entrapment in doors, cupboards and gate hinges
• Unstable shelving or tall furniture that can tip when climbed or pulled
• Sharp edges or broken surfaces on tables, cots, shelves and toys

5. Child Safety Threats – Biological and Infection Risks

• Respiratory infections spreading via close contact
• Gastroenteritis from contaminated surfaces, shared bathrooms and poor hand hygiene
• Infection from contact with bodily fluids during toileting accidents, nosebleeds or vomiting
• Skin infections from poor hygiene, shared hats, bedding or dress-up clothes
• Head lice and other communicable conditions in group settings

6. Child Safety Threats – Hazardous Substances and Materials

• Access to cleaning chemicals stored in low or unlocked cupboards
• Irritation from cleaning sprays, air fresheners or strong disinfectants used near children
• Skin or eye irritation from soaps, sanitisers, paints, glues or craft materials
• Ingestion of non-food items
• Exposure to pesticides or garden chemicals if used incorrectly around play areas

7. Child Safety Threats – Food, Choking and Allergy Risks

• Choking on hard, round or sticky foods
• Burns from hot food or drinks placed within reach of children
• Food-borne illness from poorly stored, prepared or reheated food
• Allergic reactions and anaphylaxis from exposure to known food allergens
• Cross-contamination between children’s meals, shared platters or lunchboxes

8. Child Safety Threats – Sleep, Rest and Safe Sleep Practices

• Unsafe sleep environments
• Cots or mattresses that do not meet safety standards
• Overheating or chilling in sleep rooms due to poor temperature control or ventilation
• Trips in sleep rooms where cots, beds and cords are too close together

9. Child Safety Threats – Behaviour, Interactions and Emotional Wellbeing

• Biting, hitting, kicking, scratching and pushing during play or conflict
• Injuries from rough-and-tumble play or collisions when running indoors or outdoors
• Distress and behavioural escalation in noisy, crowded or overstimulating environments
• Distress, anxiety or low mood from ongoing noise, crowding and constant activity
• Sleep disruption from light, noise or frequent night-time or rest-time disturbances
• Emotional impact of witnessing other children distressed, hurt or frequently disciplined
• Feelings of fear or insecurity after falls, conflicts or other incidents

10. Educator Safety Threats – Manual Handling and Musculoskeletal Strain

• Lifting, carrying and lowering children
• Repeatedly assisting children into and out of cots, highchairs and prams
• Working at child height for prolonged periods
• Moving and setting up outdoor play equipment, sandpit covers and heavy resources
• Rearranging furniture for meals, rest time, group time and events
• Repetitive tasks such as making beds, cleaning tables, packing away toys and sweeping

11. Educator Safety Threats – Slips, Trips and Falls

• Slips on wet bathroom, kitchen or art area floors
• Trips over toys, small furniture, bags and children moving unpredictably
• Trips over power leads, cords and charging cables in indoor spaces
• Falls on uneven outdoor surfaces, steps, garden edges and play areas

12. Educator Safety Threats – Biological and Infection Exposure

• Frequent exposure to respiratory infections from close contact with children
• Exposure to vomit, faeces, urine and saliva during toileting, nappy changes and illness
• Infection risks when cleaning contaminated areas and handling soiled clothing and linen
• Increased risk of skin conditions from frequent handwashing and prolonged glove use

13. Educator Safety Threats – Hazardous Substances and Chemical Exposure

• Skin irritation or dermatitis from repeated contact with cleaning agents, disinfectants and hand sanitisers
• Eye and respiratory irritation from spray cleaners, bleach or strong disinfectants in small rooms
• Exposure to fumes from art products, glues, aerosols or whiteboard cleaners
• Accidental splashes of chemicals onto skin or eyes during decanting or cleaning tasks

14. Educator Safety Threats – Kitchen, Food and Hot Surface Hazards

• Burns from ovens, stovetops, microwaves and hot trays when preparing or reheating food
• Scalds from hot water, kettles and hot drinks taken near play or eating areas
• Cuts from knives, peelers and broken glass or crockery
• Slips on food or drink spills in eating areas, kitchens and preparation spaces

15. Educator Safety Threats – Playground, Outdoor Supervision and Environment

• Strains and sprains from pushing swings, lifting equipment or engaging in active play
• Heat stress, sunburn and dehydration during extended outdoor supervision
• Slips and trips on wet grass, sand, bark or uneven surfaces in yards
• Insect bites and stings while supervising in gardens and outdoor yards

16. Educator Safety Threats – Behaviour, Emergencies and Workstation Risks

• Bites, scratches, pinches and hair-pulling from distressed or dysregulated children
• Being knocked or fallen on when children cling to legs or jump into arms unexpectedly
• Injury when intervening to separate children in physical conflict
• Risks associated with evacuations
• Smoke or burn risks in rare cases of kitchen, electrical or external fires
• Trips or falls while moving quickly during drills or real emergencies
• Neck, shoulder and back strain from documentation on low benches or children’s tables
• Prolonged standing or awkward postures when supervising and documenting simultaneously
• Eye strain from screen use on poorly positioned computers or tablets

COURSE DURATION:

The typical duration of this course is approximately 3-4 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

COURSE REQUIREMENTS:

You must have access to a computer or any mobile device with Adobe Acrobat Reader (free PDF Viewer) installed, to complete this course.

COURSE DELIVERY:

Purchase and download course content.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.