Some standard content:
ICS01.120
National Standard of the People's Republic of China
GB/T 20002.1—2008/ISO/IEC Guide 50:2002
Drafting for special aspects in standards-Part 1 : Child safety(IS0/IEC Guide 50:2002,Safety aspects-Guidelines for child safety,IDT)Published on 2008-05-04
General Administration of Quality Supervision, Inspection and Quarantine of the People's Republic of ChinaAdministration of Standardization of the People's Republic of China
Implementation on 2008-07-01
GB/T 20002.1—2008/IS0/IEC Guide 50 :2002 Table of Contents
1 Scope
2 Normative references bzxz.net
Terms and definitions
4 General approach to child protection
Risk assessment
Prevention and reduction of injuries
Child development and behavior
Natural and social environment
Hazards involving children
Mechanical hazards
Thermal hazards ...
Chemical hazards·
Electrical hazards
Radiation hazards
Biological hazards·
Explosion hazards·
5.9 Inadequate protective features·
5.10 Inadequate information
Appendix A (informative) Examples of hazard prevention measures: Appendix B (Informative Appendix)
References
Checklist applicable to assessment criteria
Examples of clamping and entanglement in equipment
Table A.1 Examples of hazard prevention measures
Checklist applicable to assessment criteria
Table B, 1
GB/T 20002.1—2008/S0/IEC Guide 50:2002Foreword
Drafting of specific contents in the GB/T20002 standard> Together with GB/T1 Guide to Standardization Work$, GB/T20000 Guide to Standardization Work and GB/T20001&Rules for Standard Compilation\, it constitutes a basic series of national standards to support the standard compilation work. GB/T20002 Drafting of Specific Contents in Standards is divided into the following parts: Part 1: Child safety: Part 2: Needs of the elderly and disabled. This part is Part 1 of GB/T20002. This part is equivalent to the IS0/IEC Guide 50, 2002 Safety Aspects Guide to Child Safety (English version). This part is equivalent to the translation of IS0/IEC Guide 502002. In order to facilitate use, this part has made the following editorial changes: a) The description of "product" in Chapter 1 "Scope" of IS0/IEC Guide 50:2002 has been changed to the form of a clause, and the content remains unchanged +
b) The IS0/IEC Guide 51.1999 cited in Chapter 2 "Normative References" of IS0/IEC Guide 50:2002 has been replaced with the corresponding Chinese standard GB/T20000.4 Standardization Work Guide Part 4: Safety-related Contents in Standardization 1, and a footnote has been added to indicate that the above standards cited in this part There is no technical difference in the corresponding content; c) The guide on safety graphic symbols under development described in the second paragraph of 5.10 of IS0/IEC Guide 50, 2002 is explicitly mentioned in this part and listed in the references of this part: d) All documents mentioned in the references of IS0/1EC Guide 50:2002 that have corresponding Chinese standards are replaced by Chinese standards.
This part replaces the requirements for child safety in the product standard GB/T13433-1992. The main changes of this part compared with GB/T13433-1992 are as follows ：
This part provides basic methods for risk assessment and prevention and reduction of children's safety. This part provides in-depth analysis and description of children's development and behavior as well as the natural and social environment in which they live. This part provides a more in-depth analysis of various types of injury risks and provides examples, and the countermeasures given are more detailed: This part adds content on the analysis and prevention and control of hazards such as ejected objects, explosions, drowning, and biological hazards. This part provides an example of a checklist applicable to the assessment standard for standard setters to self-assess the degree of consideration given to children's safety issues.
This part A series of references are listed in detail. This part is proposed by China Standardization Promotion and Research Institute. This part is under the jurisdiction of the National Technical Committee on Standardization Principles and Methods (SAC/TC.2B6). Drafting units of this part: China National Institute of Standardization, China Academy of Mechanical Sciences, Textile Industry Standardization Research Institute. China Electronics Technology Standardization Institute.
The main drafters of this part are Da Zhenghu, Bai Dianyi, Qiang Jiao, Zheng Yuying, Lu Xilin, Liu Shenzhai, Yue Wenyi. The historical versions of the standards replaced by this part are: -GB/T13433—1992.
GB/T 20002.1—2008/ISO/IEC Guide 50:2002 Introduction
0.1 Child safety relevance
Child safety is a major concern of society. In many countries, childhood and adolescent trauma are the leading causes of death and disability. Children are born and raised in an adult environment. They lack experience with and understanding of dangers, but have an innate curiosity. Therefore, the possibility of encountering injuries during childhood is particularly high. Since supervision cannot always prevent or control potentially harmful interactions, it is necessary to take additional measures to prevent injuries. Interventions aimed at protecting children should recognize that children are not small adults. Children's vulnerability to injury and injury characteristics are different from those of adults. These interventions should also recognize this basic concept so that children do not misuse products or surrounding objects. The way children interact with the surrounding objects reflects normal child behavior, which changes with the age and level of development of the child. Therefore, interventions for children to protect children may be different from those for adults.
The challenge is to develop products, structures, equipment and services (collectively referred to as "products") in a way that minimizes the potential for harm to children. Preventing harm is everyone's responsibility. Injury prevention can be addressed through design and technology, legislation and education. 0.2 The role of standards in child safety
Standards can play a key role in injury prevention and control because they have the following characteristics: they draw on knowledge of design and manufacturing technologies;
implement solutions through legislation;
educate by providing instructions, warnings, illustrations, symbols, etc. Standards will play their role in child injury prevention and control if the drafters of standards take into account the ways in which children's standards interact with the products covered by the standards, whether or not these products are designed specifically for children. 0.30 Description of this provisional structure of this part of T20000 This part includes the following three main contents and two appendices: General approach to child safety protection, including principles for systematically addressing hazards (4.1 and 4.2); Special developmental characteristics that put children at special risk (4.3); Hazards that children may face during the use of products or interactions with products and special measures to address these hazards (Chapter 5). GB/T 20000.4 lists these hazards, but the core of this part is the special risks associated with these hazards for children. Appendix A provides an overview of hazards, potential injuries and solutions. However, this appendix only provides a few examples of solutions, so it is necessary to read this appendix in conjunction with the main text of this part! Appendix H provides an example of a checklist suitable for evaluating standards, which is used by standard authors to self-assess the extent to which their standards consider child safety issues.
1 Scope
GB/T 20002.1-—2008/ISO/IEC Gaide 50:Drafting of specific content in the 2002 standard
Part 1: Child safety
This part of GB/T 20002 provides a framework for addressing the physical harm (hazard) that may be caused to children by the use or contact of products, processes or services (even if they are not specifically designed for children) in order to reduce the risk of harm to children. This part is mainly applicable to those involved in the preparation and revision of standards, and also contains important information of concern to designers, architects, manufacturers, service providers, direct transmitters and policy makers. For children with special needs, it is advisable to add appropriate requirements. This part does not cover these additional requirements comprehensively. This part does not provide any specific guidance on preventing or reducing psychological or psychiatric injuries or intentional injuries. Note: Products may include goods, structures, buildings, equipment or their combination: 2 Normative references
The clauses in the following documents become the clauses of this part through reference in this part of GB/T 20002. For dated references, all subsequent amendments (excluding errors) or revisions are not applicable to this standard. However, parties to agreements based on this standard are encouraged to investigate whether the latest versions of these documents can be used. For undated references, the latest versions apply to this standard.
GB/T 20000.4 Guidelines for standardization Part 4. Safety aspects of standardization (GB/T 20000.4-2003, ISO/IEC Guide 51:1999, Safety aspects—Guidelines for their inclusion in standards, MOD)? 3 Terms and definitions
The following terms and definitions apply to this part of GB/T 20002. 3.1
Risk
A comprehensive measure of harm, including the probability of occurrence and the severity of the threat. [GB/T 20000.4-2003.Definition 3.2]3.2
Injury
Physical injury to a person or damage to personal health or damage to property or the environment. Note: In this part, "injury" includes damage to health. [This definition is modified based on GB/T 20000.4-2003 definition 3.3]3.3
Hazard
Potential source that may cause harm.
[GB/T 20000.4—2003, definition 3.5] 3.4
child
a person from birth to 14 years of age.
1) There is no technical difference between the content of GB/T 2000D, 4—2003 cited in this part and the corresponding content of IS0/IEC Gdc51:1998. 1
GB/T 20002.1-—2008/IS0/IEC Gpde 50:2002 A method of safety protection
The child safety involved in this chapter is distinguished from the general safety concepts. These concepts are supplementary to the content of GB/T20000.4.
4.2 Risk assessment
Risk assessment is an important step in the injury prevention strategy. GB/T20000.4 outlines the general method. The main questions asked during the risk assessment process are as follows:
a) What might happen?
b) How likely is it?
c) How serious is the final injury?
When discussing child safety, the answers to these questions should take into account the following special factors:
a) The possibility of injury to the child
b) The interaction between the child and personnel and products: child development and behavior
d) The child's lack of knowledge and experience!
e) Social and (or) environmental factors.
4. 3 Prevention and reduction of injuries
The transmission of energy (mechanical energy, thermal energy, electrical energy) or exposure to media (biological, radiation) that exceed the human body's tolerance can lead to injury and disease. By intervening in the series of events before and after they occur, injuries or diseases can be prevented or reduced. The following countermeasures can be taken:
Prevent the occurrence of injury events or reduce the exposure to dangerous sources (first-level prevention); reduce the severity of injuries (second-level prevention); reduce the long-term impact of the injury through education, treatment or rehabilitation (third-level prevention). In addition, countermeasures can be passive or Active. Passive countermeasures do not require individuals to take preventive measures. Active countermeasures require individuals to take certain measures. Designing safe products is usually the first level of prevention; incorporating passive preventive countermeasures usually ensures a greater success rate. Different data sources can be used to identify the possibility of product-related injuries. These data sources include, but are not limited to: injury statistics: detailed information obtained from injury monitoring systems, surveys, case report surveys: complaint data. Note that the absence of reported injuries does not necessarily mean that there is no risk. Because children's injuries are closely related to their developmental stage and exposure to hazards at different ages, it is important to classify children's injuries by age group to identify emerging patterns. For example, for children under 5 years old, the highest rates of oven door burns, scalds, drug and household chemical poisonings, and deaths; for children aged 5 to 9 years old, the highest rates of injuries related to falls from playground equipment; for children aged 10 to 14 years old, the highest rates of injuries caused by collisions or falls related to sports. Appropriate preventive measures and countermeasures are determined through a process of research and evaluation, particularly based on epidemiological, engineering and biomechanical methods and feedback on progressively improved designs. When choosing preventive measures, it should be recognized that the level of safety or risk that is tolerated for adults may not be adequate for protecting children. When introducing measures designed to protect adults, it is necessary to consider that such measures may increase the risk of injury to children (e.g. passenger airbags in cars). 2
4.4 Child development and behavior
4.4.1 General
GB/T 20002.1--2008/IS0/IEC Gulde 50:2002 Children are not small adults. The different developmental stages of children are inherently associated with exposure to hazards, determining that they are exposed to risk of injury in different ways than adults. In a broad sense, developmental stages include children's physical size, appearance, physiology, physical and cognitive abilities, emotional development and behavior. These characteristics change rapidly with the child's development. Parents and adults often overestimate or underestimate the abilities of children at different stages of development, leading to exposure to hazards. In addition, many environments children spend time in are designed for adults. When determining product-related hazards, it is necessary to consider all of the following child characteristics, keeping in mind that these characteristics may work in combination to increase the risk of injury to children. For example:
Exploratory behavior may cause a child to climb a ladder! Limited cognitive abilities may prevent a child from recognizing that a ladder may be too high. Limited motor control may cause a child to lose the ability to hold and fall. Children use and interact with these products in ways that are considered normal child behavior. In the case of children, the term "misuse" is misleading in this context and may lead to inappropriate decisions about the risks to children. Survey evidence shows that children often use products that are not designed for them, such as microwave ovens. When children interact with products, it is difficult to distinguish between play, active learning or intended use. From a safety perspective, it is not helpful to try to distinguish between these interactions. Safety considerations should strike an appropriate balance between the risk of harm and the freedom of children to explore a stimulating environment and learn. The goal is to reduce the risk of harm by design until children have the ability to assess risks and take appropriate measures. 4.4.2 Child body size and anthropometric failure Some children have body size and weight distribution characteristics that make them more vulnerable to injury. Their total mass is smaller, which reduces their ability to absorb the energy that causes injury. Examples of how children's body size and weight distribution characteristics make them more vulnerable to injury compared to adults are as follows: a) In terms of burns, a smaller contact area can result in a larger body surface area injury to the child. For a smaller body size, such a larger body surface area injury can result in a larger proportion of the body being burned. Compared to the body size, young children have a large head. The high center of gravity increases the likelihood of falls.For example, they may fall from furniture or structures on which they sit, climb or stand. Children fall directly on their heads, rather than using their arms to support themselves. Another effect of a high centre of gravity is that it increases the risk of children falling directly into a pond, bucket or toilet when they are trying to reach for something, thereby increasing the risk of drowning.
d) The relatively large head size means that a larger clearance is required than for the rest of the body. When the feet pass through the whole body first, the head cannot pass through, which may cause entrapment. e) Children may insert their fingers, hands or other parts of their body into small holes and contact rotating parts, electricity or other hazards. f) The relatively large head mass increases the likelihood and severity of cervical hyperextension injuries. Because the child's body size is related to his or her surroundings, it is necessary to check the child's anthropometric data, including total body height, length, width and girth of each body part. To determine normal distribution and safety margin, anthropometric data should be consulted. 4.4.3 Motor Development
Motor development refers to the process of developing from formal to fine motor movements. This process involves the change from initially involuntary reflex movements to voluntary goal-directed movements. Milestones in this process include the strength and skills to lift the head, crouch, sit, roll over, crawl, stand, climb, swing, walk, run, and the ability to manipulate objects with the hands and fingers. Before balance, control, and strength are fully developed, children are at risk of falling and getting into unsafe positions from which they cannot escape. Here are some examples: a) When lying down, infants may move to the edge of a product surface and fall, but are unable to return to their original position. As a result, children may fall into or between products, causing positional or compressive choking accidents. Standing infants and toddlers may become entangled in cords, belts, or curtains, and when they sit or fall, running ropes may tighten around their necks, causing strangulation accidents. Crawling children may get their clothing caught on furniture or protrusions. If they cannot free themselves, they may become suspended. d) Children fall from heights due to loss of balance or insufficient grip Understanding the motor skills that children can or cannot achieve is key to designing safety products and interventions, for example, the entrance to a platform can be designed so that crawlers cannot reach it, and child safety measures can be designed to take advantage of the fact that children's motor skills are not fully developed.
GB/T 20002.12008/IS0/IEC Gaide 50:20024
4.4.4 Physical development
In addition to body size and motor function: children have many other developing physical functions, including sensory functions, biomechanical properties, reaction time, metabolism, and organ development. The following are some examples of how incomplete physical development can be a factor in dental hazards: Children are more susceptible to poisoning because drugs, chemicals, and plants require lower doses to poison them than adults: Children's skin characteristics make them more susceptible to burns: Children's bones are not fully developed and have different abilities to withstand mechanical forces. 4.4.5 Cognitive Development
Children's cognitive development stage determines their ability to judge risks and make correct decisions. Underdeveloped cognitive functions make children lack the ability to judge their environment and escape from danger. Children at the age of 1 or 2 seem to have no awareness of danger. Therefore, although it is usually allowed that dangers are obvious to users and are necessarily present in the product function, it is impossible for children to clearly see these dangers. At certain stages in early childhood, previous experiences and the education of parents or caregivers begin to influence children's behavior. Therefore, coping with limited risks becomes a natural part of children's education. Some other behavioral characteristics associated with early childhood also put children at risk of injury. These behavioral characteristics include: putting objects in the mouth, which poses a risk of swallowing and breathing, especially before the age of 3; putting objects in other body orifices, which poses a risk of entrapment and laceration; natural curiosity and risky behavior1
The relatively small size of the head combined with the relatively large head height and thickness allows the child to first turn the head in one direction, but they do not know how to position the head and withdraw from the gap; - starting to develop personality at around 2 years old, preferring to say "no" and refusing help, such as preferring to eat food by themselves and refusing to be fed; - insisting on independence from around 1 to 4 years old; - Attractions by taste, smell, pattern and colour (e.g. medicine). Because young children like to try out products they use or that may be around them, small, easily removable parts should not be allowed to children. Objects that are not meant to be put into the mouth (e.g. erasers or small toys) should not be made to resemble food. Children often imitate the behaviour of adults and older children. This imitative behaviour can be dangerous when children do not understand the inherent meaning of their behaviour. For example, they may give medicine to younger siblings, operate locking mechanisms and turn on household appliances. Children cannot be expected to recognise the meaning of the product. The difference between the real thing and an imitation or model, which may be harmful. The use of products whose shapes may be associated with toys, such as cartoon-shaped hair dryers, lamps and lighters, may mislead children and pose a potential risk of harm.
Reading and communication skills take years to develop. Warnings and messages [including simple methods such as pictograms (symbols) may not be meaningful to children.
4.5 Physical and social environment
4.5.1 General
In addition to considering child development, the physical and social environment in which children use or come into contact with the product also needs to be considered. Product safety may be affected by the physical and cultural environment, such as climate, language, habits, attitudes and beliefs, knowledge and user experience. 4.5.2 Physical environment
Consideration should be given to specific physical environmental factors related to the intended and unintended use locations (e.g. indoors or outdoors, private or public places, supervised or unsupervised areas), as well as influencing factors such as climate and topography. Interaction with other activities and people, the possibility of unsupervised activities and the possibility of children being in a particular environment are also involved. 4.5.3 Social Environment
Psychological expectations that may influence intended or unintended use may also be related to the global geographic location of the product. Global trade activities require attention to accurate language translation and to cultural or ethnic customs and popular beliefs so that product instructions for use do not become a hazard due to carelessness.
GB/T 20002.1-—2008/ISO/IEC Gaide 50:2002 The relationship between parents or adults and children may vary with geographic, cultural, ethnic and socioeconomic differences. We should recognize cultural differences in education, supervision and safety awareness. Although supervision is an important aspect of child safety, it cannot replace inherent safety, even if the child is within the visual and auditory range of parents or adults. As children enter adolescence, peer pressure and risky behaviors may influence product use or consumption. Recreational activities may involve behaviors that are more risky due to the perceived increased protection of "safety equipment" or they may involve the inherent aggression and skill-showing behaviors that carry a greater risk of injury due to competitive sports. 5 Dangers involving children
5. 1 General
Based on the facts described in the above clauses, the risks associated with the product may be greater for children. The following analysis of the hazards associated with the product and their potential to injure children, and examples of reported modes of harm are provided to help users of this standard understand the hazards. It is important to recognize that the harm caused by the combination of hazards may be different from or even more serious than the harm caused by the individual hazards alone. It is also important to recognize that new hazards may emerge and enter the children's environment as technology develops and lifestyles change, such as working from home (teleworking) and advanced home medical care (such as the use of gas cylinders and monitoring equipment). In general, when assessing the entrapment or entanglement hazard, accessibility and age group should be considered. Priority should be given to the accessible parts of the product. If the product has strict regulations for its intended use, it may be appropriate to assess gaps and openings in addition to the accessible areas. When considering product safety, the main consideration is the scope of use of the product: for example, if the test conditions of a product are not the actual use conditions of the product, then during actual use,The performance of the product may vary. Also, when a product is always used in combination with another product (e.g. a seat for an infant in a home, or a child restraint in a car), the combined performance of the two products should be checked to reduce the risk. Products can cause death or injury at different stages of their life cycle and beyond their intended use. When disposing of products, it is important not to create new sources of hazards. Also, the ease with which a product can be maintained and the frequency with which it is maintained may influence whether a hazard occurs. 5.2 Mechanical hazards
5.2.1 Hazards caused by obstructions and openings Accessible obstructions and openings can result in entrapment of the whole body or body parts, as well as entanglement in clothing or accessories. Entanglement and entanglement are not limited to rigid products, but can also occur in cords and loops. Figure 1 shows a schematic diagram of an entrapment or entanglement situation. Potential hazards include abrasions and shearing. If the size of the opening is variable, there may also be a risk of crushing or rubbing (see 5.2.9). When a child cannot lift his or her own body weight, his or her head or body may become sensitive: when the head is in the air and the child's feet cannot contact the support surface, there is a high risk of fatal or serious injury. Measures to avoid or reduce the risks caused by gaps and door openings include: Avoid gaps
The size of the chain and door opening is related to the anthropometric data of the growing child. When the possibility of entrapment is considered, the finger accessibility detection gauge, torso and head test support specified in existing standards should be used. Examples:
There are two different ways that the head can be entrapped: Head first, such as through a balcony fence: Feet first, such as through the backrest of a bunk bed, when the size of the gap changes (such as an electric garage door or car horn), body or neck entrapment occurs, which can prevent breathing or squeeze the child. Fingers get caught in spring mechanisms, chains of play equipment, folding mechanisms, causing fractures, lacerations or lack of blood supply. . Loose ties or ribbons on children's clothing fall into V-shaped openings or slots. The openings or seams are wide enough to accommodate these straps, but their width cannot pass through the buckle or knot of the rope. When the buckle or knot is stuck, the child's movement is suddenly stopped. When ties are located at the collar of clothing, children are strangled. When children's belts are caught in car doors, elevators and escalators, children are dragged. GB/T 20002.1—2008/IS0/IEC Gulde50.2002 Completely bounded openings
body parts
body
head.
Buy first
head and neck,
feet first
hands and
legs and
5.2.2 Hazards caused by protrusions
Unsturdy
Partially bounded
Openings
Figure 1 Examples of entrapment and entanglement in seams
Protrusions
Moving equipment
Protruding objects can strike or become entangled in clothing or other clothing within a certain range. The resulting injuries may be strangulation, lacerations, punctures or blunt force trauma. Cords (on clothing) or necklaces, etc., caught on protrusions may strangle children to death. Countermeasures to avoid or reduce the risks caused by projections include:6
—Avoid unnecessary projections,
GB/T 20002.12008/IS0/IEC Guide 50:2002 Ensure that projections are rounded and that the height of the projecting surface is as small as possible. Test straps, chains or other covers may be used to assess the hazard (see references [12] and [14]).
Examples:
Children's clothing, especially cords and hoods, can get caught on bed corner posts, slide posts and drawbars, leading to strangulation accidents.
Head-high posts on playground equipment can cause head injuries. 5.2.3 Hazards caused by corners, edges and points (including hot-dance points) Corners, sharp edges and points that contact the hazard source may cause scratches or punctures. Thrown points are particularly dangerous because the path of thrown points is not always predictable and their impact energy is often concentrated in a relatively small area. Many products that children encounter in the home and learning environment are designed to be sharp and pointed to meet their functional requirements (such as knives, kitchen equipment, tools used in the garden or garage). The breakage of objects can produce sharp or dangerous points. Glass used in household products (such as drinking cups, dining tables, other furniture, etc.) and structural features (doors, windows, screens, etc.) poses a particular hazard when it is cracked or has untreated edges. It is normal for young children to put toys and household objects in their mouths and walk around and run around. Countermeasures to avoid or reduce the risks posed by corners, edges and sharp objects include: Avoid, protect or round exposed edges to reduce the risk of lacerations Use glass that is difficult to break or that is unlikely to cause serious injury if broken (i.e. safety glass) Consider using non-glass materials in high-risk locations in the home and other places where children move freely: Limit young children's access to sharp objects, such as pens, pencils and knitting needles: Limit children's access to protruding parts of toys through appropriate instruction Teach children how to use sharp tools when they are able to use them, initially under close supervision, using less dangerous models (such as scissors without sharp blades) to teach children how to use them. Examples:
Experts can cause facial scratches, teeth or eye injuries by using small rounded edges on dining tables or kitchen countertops. Children have died from lacerations to the chest when they fell on tables with non-safety glass tops. Impacts with vertical non-safety glass on doors or other furniture can also cause serious scratches. Falling with an object in the mouth can cause upper arm injuries. 5.2. 4 Hazards caused by small objects
Product components and small objects specified in existing standards (such as GB/T6675, EN71-1 and ASTMF963-96a) are also potentially dangerous to children, especially for children who are in pain.
In addition to small objects that are known to enter the trachea and esophagus, some round (such as spherical) objects may block the trachea at the back of the mouth and cause danger.
The following dangerous situations may occur:
Objects can be inhaled, enter and reside in the trachea or deeper in the esophagus: an object can be ingested, causing the risk of esophageal, stomach or intestinal obstruction or perforation; an object can be inserted into a body orifice, causing pain, swelling, blockage or other injuries. Countermeasures to avoid or reduce the risks caused by small objects include: eliminating small objects, especially spherical and cone-shaped small objects if feasible; providing age-appropriate guidance and warnings to users to make them aware of the hazards associated with the nursery! 7
GB/T 20002.1-—2008/IS0/1EC Golde 50:2002 Use secondary protection measures, such as providing a continuous ventilation path so that if a small object is inhaled, the child can still breathe, and train the person responsible for the emergency method so that if a small object blockage occurs, the consequences can be minimized. Example:
Objects that change in size, shape or structure when mixed with sleeping liquid can block the trachea. When micro batteries are inserted into body orifices (such as nostrils) or swallowed, they may cause blockage, leakage corrosion or cause local harmful electrochemical reactions.
Small magnets may attract each other and damage the small intestine when swallowed. Children sneezed and suffocated by small objects that resemble food or are entrained with food. Soft objects (such as whole or broken latex balloons) reside in the trachea. Older children often hold pens in their mouths, and because of the shape of the pen cap, they can be swallowed. 5. 2.5 Risks from non-airtight closures Non-airtight closures may pose a risk of asphyxiation, particularly for young children. During play, they may completely immerse themselves in the product or place it on their face or head. Products that may pose a risk include: soft material sheets that fit the face and thus cover the nose and mouth! Enclosed spaces.
Strategies to avoid or reduce the risks caused by non-airtight closures include: limiting the size of soft materials (e.g. openings in plastic): providing ventilation holes in the material!
Using materials with poor flexibility.
Example:
Children may suffer asphyxiation and irreversible brain damage when they place plastic on their head or face. Children were trapped in toy boxes, old refrigerators, portable incubators, and car trunks, which resulted in suffocation and death because these containers had no ventilation holes and the children were unable to open the doors. 5.2.6 Hazards caused by insufficient stability
Products with insufficient stability may tip over and injure children inside or on top of them. Depending on the function of the product, the nature of the injury may be different, for example:
Injuries caused by hot liquids when a cooker tips over! Crushing injuries caused by heavy furniture!
Burns caused by fire caused by the tipping over of unstable lamps without supports. Countermeasures aimed at avoiding or reducing the risks caused by insufficient stability include correctly designing certain characteristics of the product (position of the center of gravity, weight, position of the contact points with the support surface) to ensure that the product can withstand any period of unstable loads;
Limiting the impact of the product tipping over (for example, preventing a cup from spilling). Examples:
Danger may occur when children push or pull wheeled furniture, such as a TV stand. Hook-on chairs may tip over when connected to a bracket-type table, and a dangerous situation may occur when an open dishwasher or oven door is used as a climbing aid. Some types of gas stoves are unstable and are particularly dangerous when there are fuel and flames inside. 8
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