Lesson #9 (pages 46-49) represents the most basic safety communication skills that should be developed between child and parent/guardian.  Critical times are often too late to develop a pattern of communication, especially when the child is in distress.  Pain, exhaustion, and illness are often associated with panic for a child, and likewise, panic for the adult that doesn’t have clear communication with their child.  We will fix that with Lesson #9!

Primary lessons in this picture:  Information and Understanding

• Develop communication procedures between child and adult when things aren’t critical. Keep it short and sweet by breaking it down into these simple parameters (pages 42-45).

  • I am injured (Jesse, pages 46 & 48).

  • I am exhausted, thirsty, hungry (Rico, pages 47 & 49).

  • I am sick (Bonnie Sue, pages 47 & 49).

  • Introduction of the concept of a doctor (Meow Meow, pages 46 & 48)

Plans of Action and Reaction:  Child and parent/guardian working together:

• Develop communication standard operating procedures and plans of action that both children and adults can learn and follow.

  • Issue: I am injured (Jesse, pages 46 & 48).

    • Action:

      • Play a game with your child. You say an injury (such as scrape on the knee) and have them point to where it would be on their body.  Have them pick out a word or a hand gesture for scrape and for other injuries.  You can also use this lesson to teach them the sign for choking (trust me, my mom wishes she had practiced this one with me!!!)

  • Issue: I am exhausted, thirsty, hungry (Rico, pages 47 & 49).

    • Action:

      • While exhaustion may lead to a well-rested child, there is a difference between normal exhausted and a child that has heat stroke, or extreme fatigue from sickness. Like the game above, you can teach your child to rate their level of exhaustion by simply getting them used to periodic checks.  “How empty are you (like a car without gas)?  A little empty?  A lot empty?  Totally empty?”  Remember, children are smarter between the ages of 1-5 yrs old than we can fully comprehend.  They learn to walk, speak and even socialize all on their own.  It is safe to say they can grasp exhaustion.

  • Issue: I am sick (Bonnie Sue, pages 47 & 49).

    • Action:

      • This is extremely important, especially now that we are faced with the Corona Virus in the world. Work with your child to develop communication that they don’t feel good.

        • Fever

        • Sore throat

        • Headache

        • Short of breath

        • Tummy ache / Diarrhea / constipation

        • Ear ache

      • It is possible to develop hand signals as well as keywords well before your child is sick. Use a doll or roleplay the doctor and develop this important communication.

  • Issue: Introduction of the concept of a doctor (Meow Meow, pages 46 & 48)

    • Action:

      • Meow Meow is a great way to inspire a tough attitude because she is so feisty. You can use her in this picture to introduce the concept of a doctor, or to reassure those children that are already familiar doctors, that they are their buddy.

Supplemental Activities:

• This is a great time to introduce a toy stethoscope and let them be the doctor!

Conclusion:

From the second Danielle and I came up with the concept for Lesson #9, we knew it would be the cornerstone of the book.  We decided to put it in the middle because we felt it would be a good test to see if you have been using the book properly for the first 8 lessons.  Lesson plan #9 is not the hardest to teach, but it is definitely the basis of all other safety communication.  And who knows, maybe this picture will inspire some future doctors!!!