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P S JUNIOR & S ENIOR INFANTS - Stay Safe

The stay Safe ProgrammePERSONALSAFETYSKILLSFORJUNIOR& SENIORINFANTS LESSONPLANSJUNIOR ANDSENIORINFANTSTHE stay SAFE PROGRAMMEP ersonal Safety Skills for Children in infant Rose Cullen, Maria Lawlor & Deirdre MacIntyreSincere thanks to all the teachers, parents and children whotook part in the piloting of these lessons Child Abuse Prevention Programme (1998)CONTENTSI ntroductionPage 1 Preparatory WorkPage 2 Teaching the stay Safe ProgrammePage 5 Feeling Safe and UnsafePage 7 BullyingPage 11 TouchesPage 15 Secrets/TellingPage 18 StrangersPage 21 Learning ChecksPage 24 SongsPage 25 WorksheetsPage 26In addition to the stay Safe Lessons CAPP recommends that schools access material on the Webwise internet site ( ) to promote the safe use of the internet among primary school children.

The Stay Safe Programme PERSONAL SAFETY SKILLS FOR JUNIOR & S ENIOR INFANTS

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Transcription of P S JUNIOR & S ENIOR INFANTS - Stay Safe

1 The stay Safe ProgrammePERSONALSAFETYSKILLSFORJUNIOR& SENIORINFANTS LESSONPLANSJUNIOR ANDSENIORINFANTSTHE stay SAFE PROGRAMMEP ersonal Safety Skills for Children in infant Rose Cullen, Maria Lawlor & Deirdre MacIntyreSincere thanks to all the teachers, parents and children whotook part in the piloting of these lessons Child Abuse Prevention Programme (1998)CONTENTSI ntroductionPage 1 Preparatory WorkPage 2 Teaching the stay Safe ProgrammePage 5 Feeling Safe and UnsafePage 7 BullyingPage 11 TouchesPage 15 Secrets/TellingPage 18 StrangersPage 21 Learning ChecksPage 24 SongsPage 25 WorksheetsPage 26In addition to the stay Safe Lessons CAPP recommends that schools access material on the Webwise internet site ( ) to promote the safe use of the internet among primary school children.

2 Webwise is an Internet safetyawareness initiative, developed by the National Centre for Technology inEducation (NCTE), comprising a range of online and printed information andadvice publications for teachers, parents and INTRODUCTIONT hese lessons provide children in infant classes witha basic introduction to personal safety the programme there is an emphasis ona broad range of social skills, such as asking forhelp, helping others, making friends and co-operating with others. Because children of 5 or 6years of age can be easily frightened, each topic isintroduced in a positive way. Children areintroduced to the topic of feeling unsafe within thecontext of feeling safe. Children are encouraged totalk about their friends and to consider theimportance of friendship before the topic of bullyingis introduced.

3 In relation to touches, children aregiven ample opportunity to consider touches theylike. The safety rule they learn at this stage is neverto keep secrets about touching. This rule is taughtwithin the context of good and bad secrets. A keyconcept to be emphasised throughout the lessons isthat it is not the child's fault if someone makes themfeel unsafe. To enable children to acquire the safetyskills contained in these lessons, repetition and role-play are crucial. Parents should be encouraged totake an active part in this learning stay Safe programme should be taught in thecontext of Social, personal and health education. Itis based on the following core elements, each ofwhich is an integral part of the SPHE Nurturing children's Building children's Enabling children to be Helping children to identify and express their the broad context of Social, personal and healtheducation, the following preparatory/parallel workis recommended.

4 Some of this work is included inthe SPHE curriculum and is not specific to the StaySafe the stay Safe lessons are introduced, it isimportant that children can name and recognisevarious feelings and that they have ampleopportunity to discuss the topic of feelings ingeneral. These discussions can be integrated acrossthe curriculum in such areas as oral and writtenlanguage development, religious education, drama,poetry and stories. Parents and teachers can helpchildren learn that our feelings enable us tounderstand ourselves better. It is also important thatchildren learn how to express and cope with variousfeelings in an appropriate ensure the successful introduction of theprogramme, it is important that teachers, parentsand other significant adults in the child's life useevery possible opportunity to develop the child's self-esteem and confidence.

5 Ideally, the activities shouldbe integrated across the curriculum. Using similarstrategies in school and at home is family remains the most important learningenvironment for the child. Research conducted byCoopersmith ( , 1995) pinpointed three basicconditions which are instrumental to thedevelopment of high self-esteem in the homeenvironment: Unconditional love and affection. Well defined limits, consistently enforced. A clear amount of respect shown to foundation on which children build their self-esteem has already been established before theycome to school. However, children's experience inschool can have a powerful influence on their levelof self-esteem. "Three conditions are essential inorder to create an ethos and climate where learningconducive to the enhancement of self-esteem cantake place.

6 They are empathy, acceptance andgenuineness" ( 1995).High self-esteem is essential for a child's personalhappiness and contentment. It is importanttherefore that home and school are conscious ofpromoting the harmonious development of a realsense of self-worth in children. All children needlove, security and care. They also need to know thatthey are respected at home, in school and in suggestions to enhance children's following activities are suggestions only. Theteacher may need to make changes appropriate tothe age and ability of the children. Allow children to be part of decision Where will we put the flowers?- Will we use thumb tacks or Blu Tack to holdup our picture?- Should we throw these flowers out or keepthem for another day?The children must see that their contributionsare acted on.

7 Help the children to identify some everydaychoices they make. Give compliments and show children how toaccept them gracefully. Have a "listening time". The teacher takes therole of the listener .- Ask the children to describe how they Ask them to describe things they like to Ask them to describe some things they likeabout their 3 PREPARATORY/PARALLELWORK-Children work in groups. Each group talksabout their collective talents and My brain wave about .. is .. Allocate responsibilities to the children, makingit clear that they should take them like to live up to expectations. "It'syour job to remind me to close the windowsbefore we leave, it's important." Emphasise strengths; be specific. Teachers and parents can encourage thechildren to talk about their daily experiences.

8 Set tasks at a level at which the child cansucceed. Keep a class achievements calendar, ,children worked well together; learned how to(appropriate activity); played the game fairly. Finally, in seeking to enhance children's self-esteem, the manner in which we speak to themsays volumes about our regard and esteem Well done, that's a lovely drawing. I reallylike how you have made his coat such abright red. What do you like about it?- I like it better when you don t The next time we do this, perhaps you couldremember to do bigger If you need help, let me I knew you could do all of these examples, care has been taken toemphasise the positive. Telling a child that hiswriting is always too small does little for hisself-esteem and saying that he makes youangry when he shouts, does even less.

9 "If youneed help let me know," is more acceptablethan "I'll help you if you can't do it," because itleaves the child with some control. "I knew youcould do it," clearly works better than "So youhave it done at long last."AssertivenessAssertiveness is the ability to stand up for one's ownrights without being aggressive. "Self-esteem andassertiveness are inextricably linked. In a senseassertiveness may be regarded as a manifestation ofhigh self-esteem" ( 1995). The stay Safelessons give children permission to say "No" incertain circumstances. In this way they can help todevelop children's assertiveness. Co-operation andliaison between parents and teachers is suggestions to develop children'sassertiveness skills- Encourage children to focus on what they cando now.

10 For example, what skills have theylearned since they started school?- Through PE and drama classes, help children todevelop good posture and assertive Remind the children that they can say "No" to atouch they do not like. Using "What if"scenarios can be very effective. What if you aretickled too hard, what could you do? What ifyour aunt wants you to sit on her knee and itmakes you feel silly?- Let children practise saying "No" to Make sure children can say their names,addresses and telephone Teach the children how to ask for way is it to the Principal's office? Whereare the toilets?- Teach the children the importance of saying, "Ido not understand," if they are not clear aboutsomething. Remind them that it is all right tosay, "Repeat that please" or "Please talk slowlyas I am finding it difficult to understand.


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