PAC F100 Instructions For Use Manual - page 10
10 |
P a g e
To better understand how “What? So What? Now What?” can be applied to prevent child
injuries, discuss the following examples or choose your own example that is representative of
the ages of the participants’ children.
What?
What can my child do now?
So What?
So what can hurt my child?
Now What?
Now what can I do to keep my child safe?
My child is starting to roll
around.
My child could fall from places
like change tables or couches.
I can keep a hand on my baby when placed
on any type of furniture.
My child is starting to put
things in or near their
mouth.
My child could be poisoned if
they grabbed a hold of
something poisonous.
I can keep any medicine, vitamins, make-
up, and cleaning supplies locked up and
out of reach.
My child is starting to pull
themselves up to stand.
My child could get burned
when reaching for hot things
on stoves.
I can let my child play on the floor or
secure them in their highchair while I
prepare meals.
Interactive Activity (Appendix A and B)
Give each participant the “Child Safety Activity” handout (Appendix A) as well as pens/pencils.
There should be at least three skills written in the “What” column based on the ages of the
participants’ children. These can be populated in advance based on registration or as a group.
Ask participants to brainstorm answers for the “So What?” and “Now What?” columns based
on the “What” column skill. Make sure to work through each example separately to avoid
confusion. For the leading injuries of falls, scalds/burns, and poisonings for children ages 0-36
months of age see the “What? So What? Now What? Key Messages Chart” (Appendix B).
If time allows, after working through the three examples of “What? So What? Now What?” ask
the participants if anyone has another skill they are worried about that they would like to work
through as a group. If so, have participants add it to the handout and discuss the risks and
prevention strategies as a group. Inform participants that they can take the handout home and
fill in more of the boxes as their child continues to develop. This will help participants learn
how to use “What, So What, Now What” at home.
There are many resources in the community and on the internet on child safety. Many refer to
“a child’s level” or “placing things out of reach”. Define these for participants as:
Child’s level – This is everything a child sees or touches while lying, sitting, standing or
climbing based on their stage of development
Out of reach – This means that a child should not be able to touch anything when reaching,
crawling, standing or climbing. Remember that little hands can reach into places that adult
hands usually cannot.