COURSE OUTLINE
Programme: B. Ed. In Early Childhood Development and Family Studies
Course Title: Health, Safety and Nutrition
Course Code: ECFS 1003
Credits: 3
Level: 1
Prerequisite: None
Course Rationale
Many young children spend a significant part of their day in a preschool or day care centre and it is critical that they feel comfortable and secure in that place. In addition, proper nutrition, safety in and out of school, and healthy practices will decrease a child’s chance of ill health in the present as well as in the future. Further, like adults, children need to practice good habits for optimum health and teaching and modeling behaviour can help children embrace these practices for life.
Current approaches within early years suggest that health, safety, and nutrition are fundamental
issues for children’s development and learning. Further, research reveals that:
- Underpinning theories governing child development, as well as issues relating to health, safety and nutrition do not inform practice.
- Early childhood practitioners do not have an understanding of the factors that shape and influence the wellbeing of the child (e.g., diet, environment, safety, and mental health).
- Collaboration within schools and with families to promote the health, safety and nutritional needs of young children is absent due to the lack of an understanding of the role organizations and individuals play in working together to safeguard and promote the welfare of all children.
This course will therefore provide you the practitioners with comprehensive knowledge of the health, safety and nutritional needs of young children and equip you with the competencies and skills necessary to work collaboratively within schools and with families to promote the health, safety and nutritional needs of young children.
Course Description
This course examines the biological basis of child development and explores the provision of a healthy and stimulating environment for a child to grow and develop. This course considers the health and social factors that may have an impact on a child’s ability to learn, critically examines the factors that impact upon children's health and explores ways in which organizations and individuals can work together to safeguard and promote the welfare of all children. In addition, this course equips you with the ability to manage and implement health and safety procedures within early years or early childhood centers.
This course aims to produce early years practitioners who have an understanding of the theories underpinning the biological development of the child and an appreciation of the need to implement safety, health and nutrition standards in safe, healthy and stimulating environments that allow the child to grow and develop. It also aims to produce early year’s practitioners who understand the role organizations and individuals play in working together to safeguard and promote the welfare of all children.
As early year’s practitioners, you will:
- Demonstrate comprehensive knowledge about the standards, procedures and theories underpinning health, safety and nutrition.
- Understand the need for developmentally appropriate procedures, activities and materials for promoting health, safety and good nutrition among children.
- Use the knowledge gained to provide guidance to stakeholders and promote educational programmes and standards within your schools and communities.
Course Objectives
On completion of the course, you will be able to:
Knowledge
1. Assess the factors which shape and influence the wellbeing of the child
2. Analyse theories of selected theorists and apply them to the practice of health, safety and nutrition of the young child
3. Design dietary programmes that are based on the nutritional needs of young children.
4. Evaluate the factors which promote safe and healthy learning spaces for young children.
5. Explain key concepts in promoting children’s health and healthy lifestyles.
6. Critically examine the factors which impact upon children’s health and safety
7. Develop skills and strategies for promoting children’s health, safety and good nutrition
8. Implement and manage health and safety procedures within schools and communities.
Attitude
9. Advocate for the promotion of the well-being and nutritional needs of young children within schools, organization and families.
10. Recognise the importance of working collaboratively within schools and with families to promote the health, safety and nutritional needs of young children
Skills
11. Produce culturally relevant and developmentally appropriate activities and procedures that promote good health, safety and nutritional practices.
12. Devise ways in which organizations and individuals can collaborate to safeguard and promote the welfare of all children
Course Content
Unit 1: The Biological Basis of Child Development
Session 1.1: Biological Growth and Development: The Underpinnings
- Defining Key Terms
- The Human Body
Session 1.2: Biological Growth and Development
- The Biological Stages of Growth and Development
- Factors of Impact
- The Domains of Growth and Development
Session 1.3: Models of Child Development
- The Social Constructivist Model
- The Transmission Model
- The Leave it to Nature/Laissez-faire Model
Unit 2: The Theoretical Underpinnings of Good Health, Safety and Nutrition
Session 2.1: Psychosocial Theory
- Erikson’s Eight Stages of Psychosocial Development
- The Theoretical Underpinnings of Psychosocial Theory
Session 2.2: Ecological Systems Theory
- The Theoretical Underpinnings of Ecological Systems Theory
- Application of Ecological Systems Theory
Session 2.3: Social Learning Attachment Theory
- The Theoretical Underpinnings of Social Learning Attachment Theory
- Individual Differences in Infant Attachment Patterns
- Application of Social Learning Attachment Theory
- The Circle of Security
Unit 3: The Effects of Health and Nutrition on Children’s Ability to Learn
Session 3.1: Health and its Impact on Children’s Ability to Learn
- Defining Key Terms
- Four Common Causes of Chronic Diseases
- Heredity
Session 3.2: Nutrition and its Impact on Children’s Ability to Learn
- Defining Nutrition
- Food Groups
- Malnutrition
- Food Safety
Unit 4: The Effects of Safety and Social Factors on Children’s Ability to Learn
Session 4.1: The Impact of Environmental and Food Safety on Children’s Ability to Learn
- Defining Key Terms
- Environmental Safety
- Water and Water Safety Considerations
- Fire and Fire Safety
- Accidents and Incidents
- Environmental Safety and Academic Performance
- Food Safety
- Food Preparation
- Food Safety and Academic Performance
Session 4.2: The Impact of Social Factors on Children’s Ability to Learn
- Factors of Impact
- Social Factors and Academic Performance
Unit 5: Creating Safe, Healthy and Stimulating Environments for Young Children to Grow and Develop
Session 5.1: Guidelines for Creating Safe, Healthy and Stimulating Environments
- Standard for Safety
- Standard for Indoor and Outdoor Equipment, Furnishing and Supplies Safety
- Standard for Health
- Standard for the Physical Environment
Session 5.2: Assessing the Situation
- Developing Regulatory Frameworks
- Assessment of Early Childhood Institutions
Session 5.3: Education and the Creation of Safe, Healthy and Stimulating Environments
- Safety Education
- Health Education
- Environmental Education - Care of the Environment
Unit 6: Maintaining Safe, Healthy and Stimulating Environments for Young Children to
Grow and Develop
Session 6.1: Maintaining Safe and Healthy Environments
- Securing the Physical Environment
- Psychological Safety
- The Health Services
- Sound Nutrition and Food Safety Practices
- Developing Nutritionally Sound Habits and Attitudes
Session 6.2: Maintaining Stimulating Environments
- Physical Development: Promoting Health and Fitness
- Guidelines for Organizing the Learning Environment
- The Role of the Caregiver
Unit 7: Promoting Children’s Health and Healthy Lifestyles within their Families and
Communities
Session 7.1: Key Factors which Promote Children’s Health
- Prenatal Care
- Physical and Growth Conditions
- Minimizing Risk
- Best Nutrition Practices
Session 7.2: Healthy Lifestyles within Families and Communities
- Nutritional Needs of Young Children
- Sleeping Patterns and Problems in Young Children
- Health and Safety Needs of young children
- Working with Families and health Workers
Unit 8: Promoting Children’s Safety at Home and in the Community
Session 8.1: Risk Factors
- Biological Risk Factors
- Environmental Risk Factors
Session 8.2: Safety within the Home
- Child Safety and Protection Protocols
- Safety Tips for the Home
- 21st Century Influences
Session 8.3: Safety within the Community
- Safety on Outings
- Accidents and Incidents
- Emergency and Evacuation Procedures
- Public Awareness
Unit 9: Implementing Health and Safety Procedures within Early Childhood Environments
Session 9.1: Implementing Health and Safety Procedures
- Legislation Governing early Childhood Development Services
- World Standards
- National Strategic Frameworks on ECD
Session 9.2: Working with Stakeholders to Implement Standards
- The Role of Stakeholders
- Stakeholder Agencies
Unit 10: Managing Health and Safety Standards within Early Childhood Environments
Session 10.1: Monitoring and Assessment
- Monitoring and Assessment Tools
- Data Collection
- Conferences
- Reviews
- Training
Session 10.2: Working with Stakeholders to Manage Standards
- The Role of Stakeholders
- Recommendations for Working with Stakeholders
Teaching Methods
Mode of delivery: Online
The course will utilize a mixture of synchronous and asynchronous learning using web based applications. Teaching methods and strategies will include:
Discussion forums – chat rooms will be used to facilitate constant interaction between e-tutors and learners and among learners on questions and ideas on course material
Case studies – will be used to compare and contrast current realities within and across respective institutions. Learners will apply concepts learnt in the course to suggest practical solutions for addressing issues
Individual study – Asynchronous interaction will allow learners to initiate and respond to posts within their learning forum on reading material. Learners will be encouraged to relate readings to their own contexts and engage in breakout discussions
Problem-based learning – problem questions mirroring the realities of institutional environments will be designed to enable learners to apply course concepts to address issues and challenges. In this way learners would be encouraged to function more effectively in their institutional environments
Reflective practice – Learners will be able to continually assess their own work based experiences against taught content. This will emphasize the application of theory to practice and will support learners in measuring their grasp and understanding of the course
Course Assessment
This course will be evaluated based on 100% continuous assessment; there is no final examination. The course will employ both formative and summative assessments.
Formative assessments are diagnostic and developmental and will not count towards the final grade. These will be utilized to identify gaps in learners’ knowledge and assess their rate of learning.
Assessment will include unit activities, discussions and short quizzes.
Summative assessments will determine the overall performance of learners in relation to set tasks and assignments. Rubrics will be developed to ensure transparency in marking by e-tutors and help learners in their self assessment.
Summative assessment will include:
- Structured long papers
- Short essays
- Case studies
- Group discussions
- Individual and / or group projects
References
Aber, J. L., & Jones, S. (1997). Indicators of Positive Development in Early Childhood: Improving concepts and measures. In R. M. Hauser, B. V. Brown, & W. R. Prosser (Eds.), Indicators of children’s wellbeing (pp. 395–408). New York: Russell Sage Foundation.
Ben-Arieh, A., Kaufman, H., Andrews, A., Goerge, R., Lee, J., & Aber, L. (2001). Monitoring
and Measuring Children’s Well Being. Dordrechet: Kluwer Academic Publishers
Bruce, T & Meggitt, C (2005) Child Care & Education. Hodder & Stoughton
Charles, L. & Williams, S. (2010) ECCE in the Caribbean Community. Child Accident Prevention Trust (UK)
Copple, C. & Bredekamp, S. (2009). Developmentally Appropriate Practice. Early Childhood Environment Rating Scale
Early Childhood Development Minimum Service Standard in the Caribbean
Epstein, A. S. (2007). Essentials of Active Learning in Preschool.
Essa, E.L. (2011) Introduction to Early Childhood Education 6 Edition. Wadsworth. Gordon, A. M. & Williams-Brown, K. (1996). Beginnings and Beyond.
Health and Safety (PDF)
International Journal of Child, Youth and Family Studies (Open Source)
Manual for Early Childhood Educators: Modules 3 & 4
Marotz, L., (2008) Health, Safety and Nutrition for your Children. Clifton Park: Delmar
Learning
Martin, C. L. & Fabes, R. (2009). Discovering Child development
Monitoring Checklists for ECD National Standards on ECD
Nyam News from the Caribbean Food and Nutrition
Preschool Program Quality Assessment
Puckett, M. & Diffily, D. (1999) Teaching Young Children . Harcourt Brace.
Robinson, C. (2003) Safety, Nutrition, and Health in Early Education, NY: Delmar Thomson
Learning.
Sorte, J., Daeschel, I. and Amador, C. (2010) Nutrition, Health, and Safety for Young Children: Promoting Wellness.
UNICEF
Video – The foundation of lifelong health
Video – The unfinished agenda for children in the Eastern Caribbean. Woolfolk, A. (2007). Educational Psychology
World Health Organization (Child growth standards and the identification of severe acute malnutrition in infants and children)
