ECEd 112 Health, Nutrition and Safety Course Pack PDF

ECEd 112 – Health, Nutrition and Safety 1|Page  ECEd 112 – Health, Nutrition and Safety Welcome Message With the new normal due to the threat of the Corona Virus Disease 2019, the Univ...

ECEd 112 – Health, Nutrition and Safety 1|Page  ECEd 112 – Health, Nutrition and Safety Welcome Message With the new normal due to the threat of the Corona Virus Disease 2019, the University of Southeastern Philippines has launched its effort to ensure the learning of students in different modes of learning. You are now one of the first learners in USeP who will utilize this module. You will find different exciting teaching-learning activities that will measure your critical thinking skills in the concept of early childhood health, nutrition and safety. This course-pack will be your guide in fully understanding the different concepts of health, nutrition and safety that will help you in honing your knowledge and skills on becoming an ECCD teacher. As your teachers, we are also excited to walk you through your dreams in becoming ECCD teachers through this course-pack. Open your mind, continue to practice self-paced reading and be determined to achieve your goals despite the challenges that you will encounter not just with this course-pack but in real life situations. Goodluck! 2|Page  ECEd 112 – Health, Nutrition and Safety Faculty Information Name : Jet T. Cariaga Email : [email protected] Contact Number: 084-218-0998 (Loc.505) / 09399392957 Office : College of Teacher Education and Technology Consultation Hours: Monday-Friday 8:00am – 5:00pm Name: Josephine C. Gepigon Email: [email protected] Contact Number: 09467491080 Office: College of Education Consultation Hours: Monday-Friday 8:00am – 5:00pm Getting help For academic concerns (College/Adviser - Contact details) For administrative concerns (College Dean - Contact details) For UVE concerns (KMD - Contact details) For health and wellness concerns (UAGC, HSD and OSAS - Contact details) 3|Page  ECEd 112 – Health, Nutrition and Safety Table of Contents Contents Page No. Welcome Message.................................................................................................................................... 2 Faculty Information.................................................................................................................................. 3 Table of Contents......................................................................................................................................... 4 University of Southeastern Philippines............................................................................................ 8 Institutional Graduate Attributes..................................................................................................... 9 Core Values of the University.......................................................................................................... 9 The Course Overview.............................................................................................................................. 10 Course Outcomes:............................................................................................................................... 10 The Course Map......................................................................................................................................... 17 Module 1........................................................................................................................................................ 18 Lesson 1................................................................................................................................................... 19 Learning Outcomes:.................................................................................................................... 19 Introduction....................................................................................................................................... 19 Activity (Let’s Get Started!).................................................................................................... 19 Analysis (Let’s Think About it!).......................................................................................... 20 Abstraction ( Let’s Explore!)................................................................................................. 20 Application (Let’s Do It!).......................................................................................................... 23 Closure................................................................................................................................................. 24 References......................................................................................................................................... 24 Lesson 2................................................................................................................................................... 25 Learning Outcomes..................................................................................................................... 25 Introduction....................................................................................................................................... 25 Activity.................................................................................................................................................. 25 Analysis............................................................................................................................................... 26 Abstraction........................................................................................................................................ 26 Application......................................................................................................................................... 35 Closure................................................................................................................................................. 36 References......................................................................................................................................... 36 Lesson 3................................................................................................................................................... 37 Learning Outcome........................................................................................................................ 37 Introduction....................................................................................................................................... 37 Activity.................................................................................................................................................. 37 4|Page  ECEd 112 – Health, Nutrition and Safety Analysis............................................................................................................................................... 38 Abstraction........................................................................................................................................ 39 Application......................................................................................................................................... 46 Closure................................................................................................................................................. 46 References......................................................................................................................................... 47 Module Summary............................................................................................................................... 47 Module Assessment......................................................................................................................... 47 Module 2........................................................................................................................................................ 49 Lesson 1................................................................................................................................................... 50 Learning Outcomes..................................................................................................................... 50 Introduction....................................................................................................................................... 50 Activity.................................................................................................................................................. 50 Analysis............................................................................................................................................... 50 Abstraction........................................................................................................................................ 51 Application......................................................................................................................................... 61 Closure................................................................................................................................................. 62 References......................................................................................................................................... 62 Lesson 2................................................................................................................................................... 63 Learning Outcomes:................................................................................................................... 63 Introduction:..................................................................................................................................... 63 Activity.................................................................................................................................................. 63 Analysis............................................................................................................................................... 63 Abstraction........................................................................................................................................ 64 Application......................................................................................................................................... 87 Closure................................................................................................................................................. 88 References......................................................................................................................................... 88 Lesson 3................................................................................................................................................... 89 Learning Outcomes..................................................................................................................... 89 Introduction....................................................................................................................................... 89 Activity.................................................................................................................................................. 89 Analysis............................................................................................................................................... 90 Abstraction........................................................................................................................................ 90 Application...................................................................................................................................... 104 Closure.............................................................................................................................................. 105 References...................................................................................................................................... 105 5|Page  ECEd 112 – Health, Nutrition and Safety Module Summary............................................................................................................................ 106 Module Assessment...................................................................................................................... 106 Module 3..................................................................................................................................................... 107 Lesson 1................................................................................................................................................ 108 Learning Outcomes.................................................................................................................. 108 Introduction.................................................................................................................................... 108 Activity............................................................................................................................................... 108 Analysis............................................................................................................................................ 109 Abstraction..................................................................................................................................... 109 Application...................................................................................................................................... 126 Closure.............................................................................................................................................. 127 References...................................................................................................................................... 127 Lesson 2................................................................................................................................................ 128 Learning Outcomes.................................................................................................................. 128 Introduction.................................................................................................................................... 128 Activity............................................................................................................................................... 128 Analysis............................................................................................................................................ 129 Abstraction..................................................................................................................................... 129 Application...................................................................................................................................... 139 Closure.............................................................................................................................................. 139 References...................................................................................................................................... 139 Lesson 3................................................................................................................................................ 140 Learning Outcomes.................................................................................................................. 140 Introduction.................................................................................................................................... 140 Activity............................................................................................................................................... 140 Analysis............................................................................................................................................ 141 Abstraction..................................................................................................................................... 141 Application...................................................................................................................................... 161 Closure.............................................................................................................................................. 162 References...................................................................................................................................... 163 Module Summary............................................................................................................................ 163 Module Assessment...................................................................................................................... 163 Module 4......................................................................................... 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Appendix C: ECCD Checklist Record 2............... Error! Bookmark not defined. Appendix D: How to Use the ECCD Checklist Error! Bookmark not defined. Appendix E: Manual for Day Care Centers....... Error! Bookmark not defined. Appendix F: Standards and Competencies..... Error! Bookmark not defined. 7|Page  ECEd 112 – Health, Nutrition and Safety Appendix G: Standards and Guidelines............. Error! Bookmark not defined. University of Southeastern Philippines VISION Premier Research University in the ASEAN. MISSION USeP shall produce world-class graduates and relevant research and extension through quality education and sustainable resource management. GOALS At the end of the plan period, the University of Southeastern Philippines (USeP) aims to achieve five comprehensive and primary goals: 1. Recognized ASEAN Research University 2. ASEAN Competitive Graduates and Professionals 3. Vibrant Research Community 4. Proactive Research-based Economic Empowering Extension Services 5. Capacity for Innovative Resource Generation 8|Page  ECEd 112 – Health, Nutrition and Safety Institutional Graduate Attributes LEADERSHIP SKILLS Creates and inspires positive changes in the organization; exercises responsibility with integrity and accountability in the practice of one’s profession or vocation. CRITICAL AND ANALYTICAL THINKING SKILLS Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available resources to develop new knowledge, methods, processes, systems, and value-added technologies. SERVICE ORIENTED Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-cultural, environmental concern, and sustainability. LIFELONG LEARNING Demonstrates enthusiasm and passion for continuous personal and professional development. PROFESSIONAL COMPETENCE Demonstrates proficiency and flexibility in the area of specialization and in conveying information in accordance with global standards. Core Values of the University UNITY STEWARDSHIP EXCELLENCE PROFESSIONALISM 9|Page  ECEd 112 – Health, Nutrition and Safety The Course Overview COURSE TITLE : ECEd 112 – Health, Nutrition and Safety CREDIT : 3.0 units SEMESTER : First Semester TIME FRAME : 54 hours COURSE DESCRIPTION : This course is designed to provide an overview of the health, safety and nutritional needs of children ages 0 to 8 years. Content covers: relevant policies and regulations, basic concepts, principles and practices of child health, food and nutrition, and child safety including ECCD in emergencies and child protection. Designing learning environment and opportunities that are responsive to the health, safety and nutritional needs of children from birth through grade three will be explored. Emphasis will be given on the importance of partnering with health professionals, families and communities to help young children establish healthy lifestyles and achieve their learning potential. Course Outcomes: Course Outcomes CO1 Demonstrate in-depth knowledge and understanding of the relevant policies and regulations, basic concepts, principles and practices of child health, food and nutrition, and child safety including pediatric first aid, integrated ECCD services, ECCD in emergencies and child protection CO2 Propose a developmentally appropriate health, safety and nutritional program for young children ages from 0 to 8 years old: Infants Toddlers Kindergartners Primary School Graders CO3 Demonstrate pediatric first aid and safety practices in case of child care emergencies 10 | P a g e  ECEd 112 – Health, Nutrition and Safety CO4 Collaborate with health professionals, families and communities to help young children establish healthy lifestyles and achieve their learning potential. 11 | P a g e  ECEd 112 – Health, Nutrition and Safety Course Assessment As evidence of attaining the above learning outcomes, the student has to do and submit the following: Course Outcomes it Learning Evidence Description and other Details represents LE1 Creation of Infographic The students are tasked to create an infographic CO1, CO2, CO3, CO4 Materials material(s), well designed and ready for distribution to schools that depicts the lessons in health, nutrition and safety. (See rubrics for guidance) LE2 Narrative Report The students are tasked to submit narrative CO2, CO3 reports on the seminars/webinars conducted by the class on common infectious diseases and on emergencies and first aid for young children. LE3 Food Menu Plan The students tasked to prepare and present a 1- CO2, CO3, CO4 week food menu plan of nutritious snacks / meals for young children (AM Snacks, Lunch, and PM Snacks). These snacks/meals menu plan should consists of community-based produce or raw materials which are accessible, economical, nutrient loaded, and organically-grown. This reflects the principles and philosophies learned in Health and Nutrition. (See rubrics for guidance) 12 | P a g e  ECEd 112 – Health, Nutrition and Safety I. MEASUREMENT SYSTEM: All Learning Evidences’ Ratings are 50-based when transmuted. Learning Evidence to Assess: LE1: Creation of Infographic Materials Exceeds Expectation Meets Expectations Needs More Work Component 10 5 1 Topic The topic of the The topic of the infographic is The topic of the infographic is specific in broad to allow the readers to infographic is difficult to nature and is intended to understand the main points. understand and it needs inform or convince the to be made more specific. viewer. Type The type of infographic The type of infographic The type of infographic chosen highlights the chosen highlights the needs chosen does not convey needs of the community of the community and highly the needs of the and highly supports the supports the ECCD thrust but community. ECCD thrust. another type may lead to more clarity of the viewer. Objects The objects included in Some objects included in the Too many different the infographic are infographic are repeated to objects are used in the repeated to support support various data points infographics and it makes various data points and it and not easy for the reader to it hard for the viewer to is easier for the reader to understand the subject understand the topic. understand the subject wanted to convey. wanted to convey. Data The data visualization The data visualization chosen The data visualization Visualizations chosen makes the data showcases the data, but it chosen makes the data presented easy for the makes the data presented presented difficult for the reader to understand the difficult for the reader to reader to understand the visualization. understand the visualization. visualization and other data may be used to convey the visualization. Fonts The infographic includes The infographic uses multiple The infographic uses to appropriate font to fonts which is not related to many fonts which makes compliment both the data the message that the it hard for the readers to and the text for easy infographic wanted to convey. understand and read. visualization. Correctness The infographic is N/A The infographic is not checked and certified checked by a specialist of correct by a specialist of the field on the topic of the the field on the topic in the infographic presented. infographic (evidence presented). Usability The infographic is N/A The infographic is not approved to be used by approved to be posted or the community (evidence used in any community. presented). Note: Computation of grade is 50 base (score/20 x 50 + 50) 13 | P a g e  ECEd 112 – Health, Nutrition and Safety Learning Evidence to Assess: LE2: Narrative Report PERFORMANCE STANDARD AREAS TO ACCEPTABLE (1 SATISFACTORY PROFICIENT (11 MASTERED ASSESS –5) (6 – 10) – 15) (16 – 20) ORGANIZATION Poor or non- Somewhat Generally well Extremely well existent organized. organized. organized. organization. Introduces the Introduces the Introduces the Does not clearly purpose of the purpose of the purpose of the introduce the presentation presentation presentation purpose of the Student jumps clearly. clearly and presentation around topics. Most information creatively. Presentation is Several points are presented in logical Student choppy and confusing. sequence; A few presents disjointed; no Ends with a minor points may information in apparent logical summary or be confusing logical, order of conclusion; little Ends with an interesting presentation summary of main sequence which evidence of nds without a points showing audience can evaluating content some evaluation of follow. summary or based of Evidence. the evidence Ends with an conclusion. presented. accurate conclusion showing thoughtful, strong evaluation of the evidence presented. CONTENT : No reference is Explanations of For the most part, Provides an DEPTH & made to literature concepts and/or explanations of accurate and ACCURACY or theory. Thesis theories are concepts and complete not clear; inaccurate or theories are explanation of CONTENT information incomplete. Little accurate and key concepts included that attempt is made to complete. Some and theories, does not support tie in theory. There helpful applications drawing upon thesis in any way. is a great deal of of theory are relevant information that is included literature. Information Applications of included is not connected to No significant theory are sufficiently the presentation errors are made; a included to inaccurate that thesis. few illuminate the listener Enough errors are inconsistencies or issues. cannot depend on made to distract a errors in Information the presentation knowledgeable information. completely as a source of listener, but some accurate; all accurate information is names and facts information. accurate. were precise and explicit 14 | P a g e  ECEd 112 – Health, Nutrition and Safety Presentation and Shows poor Reflects shallow or Reflects creative Reflects workmanship workmanship inappropriate use presentation and creative of words or ideas workmanship of presentation that do not depict the topics and the meaning of the presented which workmanship of seminar attended. positively the topics contribute to the presented which general learnings positively of the seminar contribute to the attended. general learnings of the seminar attended. Uniqueness of ideas presented contributed in enhancing or creating new ideas in the topics presented. Note: Computation of grade is 50 base (score/20 x 50 + 50) 15 | P a g e  ECEd 112 – Health, Nutrition and Safety Learning Evidence to Assess: LE3: Food Menu Plan PERFORMANCE STANDARD AREAS TO ACCEPTABLE SATISFACTORY PROFICIENT (11 MASTERED (16 ASSESS (1 – 5 ) (6 – 10) – 15) – 20) KNOWLEDGE The studet did The student The student The student AND not correctly correctly correctly identifies correctly identifies UNDERSTANDING identify any identifies some good and healthy excellent and (Healthy Choices) healthy food healthy food food choices for healthy food choices for any choices for 3 or most of the meals choices for every meal or snack. more meals and with good variety snacks and meals some variety in in foods. with great variety food choices. The students of foods. The students indicated in full the The students indicated in full recipe, procedure indicated in full the recipe, and nutritional the recipe, procedure and facts of procedure and nutritional facts meal/snack, nutritional facts of of meal/snack, concept web and meal/snack, concept web and learning plan on concept web and learning plan on health, nutrition learning plan on health, nutrition and safety health, nutrition and safety protocols (if there and safety protocols (if there are any). protocols (if there are any). are any). TRANSFER OF Student did not The student The student The student KNOWLEDGE describe the reflected some reflected a good accurately (Explanation / serving sizes or correct serving amount of correct reflected all the Interpretation) correct food sizes and correct serving sizes and serving sizes and groups. food groups. correct food correct food The student did The student groups. groups. not create a created a The student The student well-balanced somewhat well creates a good created an menu plan balanced menu well-balanced extremely well according to the plan according to menu plan balanced menu recommended the according to the plan according to ECCD recommended recommended the recommended standards. ECCD ECCD standards. ECCD standards. standards. VARIETY OF The student The student was The student was The student was CHOICES was not open to open to other diet open to other diet open to other diet other diet choices by choices by choices by choices. showing at least showing at least 3 showing a wide two food types examples of range of food (ie. Food different food types (ie. Food restrictions and types (ie. Food restrictions, religion). restrictions, religion, etc.) religion, etc.) Note: Computation of grade is 50 base (score/20 x 50 + 50) 16 | P a g e  ECEd 112 – Health, Nutrition and Safety The Course Map Leson 1: DAP on Health, Nutrition, and Safety Module 1: Introduction to Early Childhood Lesson 2: Growth and HEalth, Nutrition, and Development of Children Safety Lesson 3: Providing high- quality ECE environments for health, nutrition and safety Lesson 1: Tools for promoting good health in children Lesson 2: Basic Health Module 2: Health in ECE Assessment and Environment Recording Lesson 3: Prevention of Illness through Infection Control Health, Nutrition and Safety Lesson 1: Basic Nutrion for Children Lesson 2: Providing Nutritionin ECE Good Nutrition of Environment Diverse Children Lesson 3: Menu Planning and Food Safety Lesson 1: Safety in Early Childhood Education Module 4: Safety in ECE Lesson 2: Indoor and Environment Outdoor Safety Lesson 3: Emergency Response and Procedure 17 | P a g e  ECEd 112 – Health, Nutrition and Safety Module 1 Introduction to Early Childhood Health, Nutrition and Safety Module Overview: Hello dear students and welcome to the Module 1 of our subject ECEd 112 – Health, Nutrition and Safety! This module is designed to provide an overview of the introduction of health, safety and nutritional needs of children ages 0 to 8 years. Content covers: relevant policies and regulations, basic concepts, principles and practices of child health, food and nutrition, and child safety including ECCD in emergencies and child protection. Designing learning environment and opportunities that are responsive to the health, safety and nutritional needs of children from birth through grade three will be explored. Emphasis will be given on the importance of partnering with health professionals, families and communities to help young children establish healthy lifestyles and achieve their learning potential. Module Outcomes: 1. describe a holistic approach to the safety, nutrition and health of children; 2. describe an ecological perspective and explain how the environment may affect the safety, nutrition and health of young children; 3. discuss the principles and practices of child health, nutrition, child safety and pediatric first aid and other ECCD in emergencies and child protection of children ages from 0 to 8 years old; 4. critically analyze issues and problems concerning the policies and regulations and practices on providing integrated ECCD services, pediatric or early childhood health, nutrition and safety; and 5. determine ways to address issues and problems concerning the policies and regulations and practices on providing integrated ECCD services, pediatric or early childhood health, safety. 18 | P a g e  ECEd 112 – Health, Nutrition and Safety Lesson 1 A Holistic Environmental Approach to Healthy Development in Early Childhood Education Learning Outcomes: In this lesson, you are expected to gain the different learning outcomes listed below: 1. describe a holistic approach to the safety, nutrition and health of children; and 2. describe an ecological perspective and explain how the environment may affect the safety, nutrition and health of young children. Time Frame: 3 hours Introduction Hi student, you are now on the first part of our lesson in this course. You will be reading some new concepts about the holistic environmental approach to healthy development in early childhood education. It can no longer be assumed that parents meet all of the safety, nutritional, and health needs of children at home. More than 13 million children younger than age six have mothers in workforce. More than 50 percent of infants are in some form of early childhood education environment on a regular basis. Public and private center-based early childhood education programs, family child care homes, afterschool programs, and nanny care are providing nonparental care for the majority of children while parents are working. This first module aims to help you think about, understand, and apply all concepts. Activity Do this activity before you read about the Holistic Environmental Approach to Healthy Development in Early Childhood Education. 1. Examine the term “Holistic Approach”. What could be the best words to describe the term? List at least three. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 19 | P a g e  ECEd 112 – Health, Nutrition and Safety Analysis 1. From the three words you have selected, how can these words be related to the early childhood education? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Abstraction Teachers spend their days working with children to provide intellectual stimulation, social and emotional support, and physical care. Children who are unhealthy or whose physical well-being is at risk (exposed to chance of injury, damage, or hazard) of having difficulty in performing cognitive tasks and relating to others in terms of social and emotional development. Cognitive, social, and emotional deficits as well as physical difficulties may result in poor health. Health in early childhood can be defined as “more than the absence of disease-it is an evolving human resource that helps children and adults adapt to the challenges of everyday life, resist infections, cope with adversity, feel a sense of personal weel-being, and interact with their surroundings in ways that promote successful development”. This holistic (concerned with the whole being) approach that interrelates all of these factors to healthy development. Healthy development that reflects good physical, mental, and emotional health is the result of reducing unnecessary risk, preventing illnesses, providing sensitive and stimulating care, and promoting the well-being of an individual child. The foundations of health for early childhood, includes. 1. Safe, supportive environments 2. Stable, responsive relationships 3. Appropriate nutrition Lack of good health practices an unsafe environment, or providing poor nutrition may all contribute to the unhealthy development of a child. The holistic approach presents a sensible way to deal with the interrelationship of safety, nutrition, and health of young children’s healthy development. Those who provide nonparental early childhood education should consider the contexts of the learning environment for every child in their care. 20 | P a g e  ECEd 112 – Health, Nutrition and Safety The Environment Ecological – pertaining to the relationship of the individual to the environment The Physical Environment A child’s physical environment begins with his mother’s physical health and nutrition during pregnancy, which will affect the baby’s brain size, birth weight, and health after birth. The interaction of genetics, heredity, and environment or “nature and nurture” contributes to the child’s temperament, physical health, and brain development. ✓ Genetics – The study of the origin of features of an individual ✓ Heredity – The transmission from parent to child of certain characteristics. ✓ Environment – all of the conditions, circumstances, and influences that surround and affect the development of an individual. Children who are raised in poor circumstances in their built environments (the human-made features of our communities, how they are built and the access they offer to food, safety and environmental factors that can affect our physical and mental health) are more vulnerable to inadequate health, nutrition, and safety. 21 | P a g e  ECEd 112 – Health, Nutrition and Safety The Social and Emotional Environment The parent-child relationship is the foundation of a child’s social and emotional environment A family that provides a stable environment and creates the opportunity for a secure attachment (the bond that develops between a child and another person as a result of a long-term relationship) for a child is more likely to raise a happy, cheerful child. Children raised in healthy, functional families are more likely to retain good mental health and be well adjusted than those raised in dysfunctional, violent households. The consistency of caregiving and emotional investment on the part of a teacher has a direct relationship to the healthy development of children. A good early childhood education environment is one in which there are good one- on-one relationships between teachers and children in care. Teachers who relate well to children are more likely to be alert and observant. An observant teacher would notice how a child’s ability to cope with new situations, her sense of self-esteem, and her level of confidence affect her interactions with her peers. Early intervention by a teacher provides more secure environment for children who are at risk for emotional and adjustment difficulties. Teachers can work with families to offer them strategies for providing a home environment that makes children feel more secure and mentally healthy. The Economic Environment The child’s economic (pertaining to the material needs of people) environment is established in the home and is influenced by the parents’ work history and the economic health of the neighborhood, the community and the nation. Low income is the primary factor for the majority of childhood health and nutritional risks and lower levels of well-being in this country. A number of economic factors may be present for poor children, they may: be homeless not have access to good medical care be poorly nourished be in an environment in which parental attention is limited be at risk for serious illness, low birth weight, asthma, lead poisoning, compromised mental health, socioemotional problems, and disability Teachers may be able to improve the effect of the economic environment on children by providing good nutrition and preventive health and safety measures. Teachers can also help families access resources, and they can create community linkages and advocate for children. These efforts and collaborations may provide families with critical information on health, safety, and nutritional issues. Teachers who collaborate with the greater community on these issues can improve their community environment. 22 | P a g e  ECEd 112 – Health, Nutrition and Safety The Cultural Environment The child’s cultural (related to traits and ascribed membership in a given group) environment includes the framework of beliefs, perspectives, and practices of the family, the neighborhood, and the greater community. There may be bicultural conflict within families that represent several generations of values. One outcome of these conflicts may be the reinforcement of cultural values within families. Practices for maintaining traditional cultural values in daily life, such as food choices and child care practices, are seen as meaningful declarations of family heritage. For example, the cultural perspective of a family may have an impact on the type of early education that is chosen for a child. It is important that the professional early childhood education teacher support the family cultural values of the children in care. Characteristics of family health attitudes may relate directly to culture. For example, some Latin American families may appear to have lower expectations for their children’s health and therefore may be less likely to use preventive services. This may be due in part to health practices and lack of access in their native countries. It is important for the teacher to be aware of the diversity of the children and families in care. Teachers must go beyond cultural sensitivity or awareness, because these call for responsiveness but go no further. Teachers must practice cultural competence (demonstration of behaviors, attitudes, and policies that allow for cross-cultural effectiveness and valuing of diversity) in interactions with the children and their parents so that relationships are mutually beneficial, even though all may have diverse cultural heritages and practices. Required Reading School Form 8 Learner’s Basic Health and Nutrition Report (SF8) by: Department of Education “Appendix A” Application 1. Discuss the holistic approach to children’s safety, nutrition, and health. Why do you suppose so many people who work with young children fragment or select one portion to look at and do not view the whole child? How does the interrelationship between safety, nutrition, and health affect issues when applied to early childhood education? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 23 | P a g e  ECEd 112 – Health, Nutrition and Safety 2. Describe the ecological perspective of the total environment. Consider a child whom you know. How does each of these areas affect this child’s safety? Nutrition? Health? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Closure Congratulations! You have finished the first lesson on the introduction of health, nutrition and safety. The environment of the child is molded with the social and emotional, cultural, economic and physical aspects. Now that you have learned about this lesson, you are now ready to proceed to the next one! References Marotz, L. (2010). Health, Safety and Nutrition for Young Child (8th ed.). Wadsworth Cengage Learning. Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Wadsworth Cengage Learning. Robertson, C. (2016). Safety, Nutrition, and Health in Early Education (6th ed). Wadsworth Cengage Learning. 24 | P a g e  ECEd 112 – Health, Nutrition and Safety Lesson 2 Growth and Development of Children Learning Outcomes In this lesson, you are expected to gain the different learning outcomes listed below: 1. discuss the principles and practices of child health, nutrition, child safety and pediatric first aid and other ECCD in emergencies and child protection of children ages from 0 to 8 years old; and 2. critically analyze issues and problems concerning the policies and regulations and practices on providing integrated ECCD services, pediatric or early childhood health, nutrition and safety. Time Frame: 3 hours Introduction Hello there! You are now on the 2nd lesson of our 1st Module. As future teachers you need to understand typical growth and developmental patterns of children. Through this you will better be able to identify and address children’s diverse needs and to help children master critical skills, you can create learning experiences and set goals for children that are developmentally appropriate and foster positive self- esteem, and you will be able to design high-quality environments that are safe and encourage children’s mastery of new skills. In addition, the topics in this lesson will enhance your knowledge to promote children’s well-being by identifying health problems and abnormal behaviors and teaching healthy practices. Activity Fill my K-W-L : You are provided with columns below. Fill in the column with the best of your knowledge about growth and development. There is no right or wrong answer here. You may write phrases or clauses in bullet form. What I know? What I want to know? What I Learned? …about growth and …about growth and (fill this column after you have development? development? read the articles appended for your better understanding of the topic) 25 | P a g e  ECEd 112 – Health, Nutrition and Safety Analysis a. What do you want to know about growth and development of a child? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ b. And why is it important for an aspiring teacher like you to learn about growth and development of the child? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ c. What have you observed with your younger sibling / child neighbors / or any child in the community in terms of their growth and development? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Abstraction Growth The term growth refers to the many physical changes that occur as a child matures. Although the growth process takes place without much conscious control, there are many factors that affect both the quality and rate of growth: ✓ genetic potential ✓ level of emotional stimulation and bonding ✓ cultural influences ✓ socioeconomic factors ✓ adequate nutrition ✓ parent responsiveness ✓ health status (i.e., illness) Infants (0–12 months). The average newborn weighs approximately 7 to 8 pounds (3.2–3.6 kg) at birth and is approximately 20 inches (50 cm) in length. Growth is rapid during the first year; an infant’s birth weight nearly doubles by the fifth month and triples by the end of the first year. For example, an infant who weighs 8 pounds (3.6 kg) at birth will weigh approximately 16 pounds (7.3 kg) at 5 months and 24 pounds (10.9 kg) at 12 months. An infant’s length increases by approximately 50 percent during the first year. Thus, an infant measuring 21 inches (52.5 cm) at birth should reach an approximate length of 31.5 inches (78.7 cm) by 12 months of age. A majority of 26 | P a g e  ECEd 112 – Health, Nutrition and Safety this gain occurs during the first 6 months when an infant may grow as much as 1 inch (2.5 cm) per month. Other physical changes that occur during the first year include the growth of hair and eruption of teeth ( four upper and four lower). The infant’s eyes begin to focus and move together as a unit by the third month, and vision becomes more acute. Special health concerns for infants include the following: ✓ nutritional requirements ✓ adequate provisions for sleep ✓ attachment ✓ early brain development ✓ safety and injury prevention ✓ identification of birth defects and health impairments Maternal practices during pregnancy (such as diet, smoking, ingestion of alcohol or drugs, and infections) have a significant effect on the genetic makeup of an infant’s brain. During the weeks and months following birth, the infant’s brain undergoes rapid growth and development in response to early learning experiences. New and repetitive experiences create complex electrical connections that transform the infant’s brain from an otherwise disorganized system to one capable of profound thought, emotions, and learning. The majority of this transformation occurs during the first 5 years, when the brain appears to be more receptive to shaping and change. Researchers have also discovered what they believe to be certain “critical periods,” or windows of opportunity, when some forms of learning and sensory development are more likely to take place. Families and teachers can use this knowledge to provide infants and young children with environments and varied experiences that are enriching and will foster healthy brain development. For example, hanging pictures and mobiles where infants can see and reading to them often promotes early visual and cognitive development. An infant’s head appears large in proportion to the rest of the body due to rapid brain growth. Head circumference (the distance around the head obtained by measuring over the forehead and bony protuberance on the back of the head; it is an indication of normal or abnormal growth and development of the brain and central nervous system) is measured at regular intervals to monitor brain development and to ensure that it is proceeding at a rate that is neither too fast nor too slow. Measurements should reflect a gradual increase in size; head and chest circumferences will be almost equal by age 1. Infants develop their motor abilities in the cephalocaudal (head to toe) and proximodistal (from body to fingers) directions. The last infant milestone is the 27 | P a g e  ECEd 112 – Health, Nutrition and Safety ability to walk. The gross motor skills (using large body movements) develop earlier than fine motor skills (physical skills related to small body movements). The proximodistal motor development allows children to become more agile when using their hands and arms to reach for and pick-up things and others explore those things by placing them in their mouths. Toddlers (12–30 months) The toddler continues to make steady gains in height and weight, but at a much slower rate than during infancy. A weight increase of 6 to 7 pounds (2.7–3.2 kg) per year is considered normal and reflects a total gain of nearly four times the child’s birth weight by the age of 2. The toddler grows approximately 3 to 5 inches (7.5–12.5 cm) in height per year. Body proportions change and result in a more erect and adult-like appearance. Eruption of “baby teeth,” or deciduous teeth (a child’s initial set of teeth; this set is temporary and gradually begins to fall out at about 5 years of age), is complete by the end of the toddler period. (Deciduous teeth consist of a set of twenty temporary teeth.) Toddlers can begin learning how to brush their new teeth as an important aspect of preventive health care, although considerable adult supervision is still needed. Special attention should also be paid to providing foods that promote dental health; are colorful, appealing, and easily chewed; and include all of the essential nutrients. Foods from all food groups—fruits, vegetables, dairy, protein, whole-grains—should be part of the toddler’s daily meal pattern. High activity levels make it essential for toddlers to get at least 10 to 12 hours of uninterrupted nighttime sleep. In addition, most toddlers continue to nap 1 to 2 hours each day. Safety awareness and injury prevention continue to be major concerns that demand close adult supervision. Children in the toddler stage must be supervised very closely. Their physical abilities and cognitive limitations will have them performing dangerous acts. All physical and environmental hazards must be examined. Safety devices should be in place, and all hazards should be removed. 28 | P a g e  ECEd 112 – Health, Nutrition and Safety Preschoolers/Early School-Age (2 1/2–8 years) During the preschool and early school-age years, a child’s appearance becomes more streamlined and adult-like in form. Head size remains relatively constant, while the child’s trunk (body) and extremities (arms and legs) continue to grow. Gradually, the head appears to separate from the trunk as the neck lengthens. Legs grow longer and at a faster rate than the arms, adding extra inches to the child’s height. The toddler’s characteristic chubby body shape becomes more streamlined as muscle tone and strength increase and results in straighter posture and a flatter abdomen. Gains in weight and height are relatively slow but steady throughout this period. By 3 years of age, children weigh approximately five times their weight at birth. An ideal weight gain for a preschool child is approximately 4 to 5 pounds (1.8–2.3 kg) per year. However, children grow more in height than in weight during this period, gaining an average of 2 to 2.5 inches (5.0–6.3 cm) per year. By the time children reach 6 years of age, they have nearly doubled their original birth length (from approximately 20 inches to 40 inches [50–100 cm]). By age 7, girls are approximately 42–46 inches (105–115 cm) tall and weigh 38–47 pounds (19.1–22.3 kg); boys are 44–47 inches (110–117.5 cm) tall and weigh 42–49 pounds (17.3–21.4 kg). This combination of growth and muscle development causes children to appear longer, thinner, and more adult-like. Adequate nutrition continues to be a prime consideration. High activity levels replace the rapid growth of earlier years as the primary demand for calories. A general rule for estimating a child’s daily caloric needs is to begin with a base of 1,000 calories and add an additional 100 calories per birthday. (For example, a 7- year-old would need approximately 1,700 calories). However, because the preschool years are often marked by decreased appetite and inconsistent eating habits, families and teachers must continue to monitor children’s food intake and encourage healthy eating habits. Adequate sleep is also required for children’s optimal growth and development. When days are long and tiring or unusually stressful, children’s need for sleep may be even greater. Most preschool and school-aged children require 8 to 12 hours of uninterrupted nighttime sleep in addition to daytime rest periods, although bedtime and afternoon naps often become a source of adult-child conflict. Preschool children have a tendency to become so involved in play activities that they are reluctant to stop for sleep. Nevertheless, young children benefit from brief rest breaks during their normal daytime routine. Planned quiet times, with books, 29 | P a g e  ECEd 112 – Health, Nutrition and Safety puzzles, quiet music, or a small toy, may be an adequate substitute for older children. By the time children reach school-age, they begin to enjoy one of the healthiest periods of their lives. They generally experience fewer colds and upper respiratory infections due to improved resistance and physical maturation. Visual acuity continues to improve, gains in linear growth (height) are fairly rapid, and muscle mass increases to give children a more adult-like appearance. Children in this group are also in preoperational stage which offers some limitations in their thought process. Limitations of the Pre-operational Stage Limitation Meaning Egocentrism World is centered around “me”. Nothing else exists. Sharing is hard. All toys seem to be “mine”. Centration Child focusses only on one aspect of a situation or object. Child sees a toy and heads for it, regardless of what is in the way. Fantasy Children love to make-believe and role-play. Irreversibility Inability to reverse a situation or an action. It is difficult for a child to retrace steps of thoughts or actions. Animism Everything is “alive”, and all objects are capable of human feelings or actions. Transductive Children cannot relate general to specific or a part to the Reasoning whole. They only relate specific to specific. For example, if Sparky, the dog, is friendly, any dog that is encountered is friendly. School Age. School-aged children are far less risk for safety because they have cognitive abilities that can help keep them out of danger. Children at this stage are at the concrete operational stage. Children of this stage like to test their abilities to perform. Accidents and injuries involving in this group are often from sports activities such as bicycling, skating, or organized sports such as soccer and basketball. School-aged children responds well to education and role modelling. Multiage groups. If the children in an early childhood education program are of varying ages and thus different developmental levels, the teacher will need to take different approach when planning for safety in the environment. If the environment must be designed for multiage groups, then it should be modified as closely as possible to fit the youngest child’s developmental abilities. This may cause some frustrations for older children, but safety issues must come first. Depending on their ages, older children may help the teacher monitor the potential risks in the early 30 | P a g e  ECEd 112 – Health, Nutrition and Safety childhood education environment and observe unsafe behaviors that younger children exhibit. Children with Disabilities or Other Special Needs. Children with disabilities and other special needs may have different needs for safety and injury prevention. The environment may need to be modified to protect the safety of these children. Posture and Physical Activity Correct posture, balance, and proper body alignment are necessary for many physical activities that children engage in, such as walking, jumping, running, skipping, standing, and sitting. Teaching and modeling appropriate body mechanics can help children avoid problems related to poor posture that may develop later in life. Early recognition and treatment of ear infections is also important to consider because they can affect children’s balance and coordination. Oral Health Children’s oral health continues to be a major goal in the Healthy People 2020 objectives. Dental problems can affect children’s general health, development, appearance, and self-esteem in addition to causing considerable pain and expense. Yet, there are many children who seldom visit a dentist because their families cannot afford dental insurance or costly preventive care. Children from low-income and minority groups are twice as likely to experience tooth decay and a lack of dental treatment Development In the span of 1 year, remarkable changes take place in the infant’s development. The child progresses from a stage of complete dependency on adults to one marked by the acquisition of language and the formation of rather complex thought patterns. Infants also become more social and outgoing near the end of the first year, and seemingly enjoy and imitate the adults around them. The toddler and preschool periods reflect a continued refinement of language, perceptual, motor, cognitive, and social achievements. Improved motor and verbal skills enable the toddler to explore, test, and interact with the environment for the purpose of determining personal identity, or autonomy. Developmental gains enable the preschool-aged child to perform self-care and fine motor tasks with improved strength, speed, accuracy, control, and ease. The beginning of a conscience slowly emerges and is an important step in the 31 | P a g e  ECEd 112 – Health, Nutrition and Safety socialization process because it allows children to exercise some control over their emotions. Friendships with peers become increasingly important as preschool children begin to expand their sphere of acquaintances beyond the scope of family members. A strong desire to achieve motivates 6-, 7-, and 8-yearolds. Participation in sports and other vigorous activities provides opportunities for children to practice and improve motor skills. Adult approval and rewards continue to serve an important role in helping children build self-confidence and self-esteem. During this stage, children also begin to establish gender identity through meaningful social interactions. Major Developmental Achievements Age Achievements 2 months lifts head up when placed on stomach follows moving person or object with eyes imitates or responds to smiling person with occasional smiles turns toward source of sound begins to make simple sounds and noises grasps objects with entire hand; not strong enough to hold on enjoys being held and cuddled 4 months has good control of head reaches for and grasps objects with both hands laughs out loud; vocalizes with coos and giggles waves arms about holds head erect when supported in a sitting position rolls over from side to back to stomach recognizes familiar objects (e.g., bottle, toy) 6 months grasps objects with entire hand; transfers objects from one hand to the other and from hand to mouth sits alone with minimal support deliberately reaches for, grasps, and holds objects (e.g., r attles, bottle) plays games and imitates (e.g., peek-a-boo) shows signs of teeth beginning to erupt prefers primary caregiver to strangers babbles using different sounds raises up and supports weight of upper body on arms 9 months sits alone; able to maintain balance while changing positions; picks up objects (e.g., bits of cracker, peas) with pincer grasp (first finger and thumb) begins to crawl attempts to say words such as “mama” and “dada” is hesitant toward strangers explores new objects by chewing or placing them in mouth 12 months pulls up to a standing position may “walk” by holding on to objects 32 | P a g e  ECEd 112 – Health, Nutrition and Safety stacks several objects one on top of the other responds to simple commands and own name babbles using jargon in sentence-like form uses hands, eyes, and mouth to investigate new objects can hold own eating utensils (e.g., cup, spoon) helps feed self; manages spoon and cup 18 months crawls up and down stairs one at a time walks unassisted; has difficulty avoiding obstacles in pathway is less fearful of strangers enjoys being read to; likes toys for pushing and pulling has a vocabulary consisting of approximately 5–50 words, can name familiar objects 2 years runs, walks with ease; can kick and throw a ball; jumps in place speaks in two- to three-word sentences (e.g., “Dada”, “bye- bye”); asks simple questions; knows about 200 words displays parallel play achieves daytime toilet training voices displeasure 3 years climbs stairs using alternating feet hops and balances on one foot feeds self helps dress and undress self; washes own hands and brushes teeth with help is usually toilet trained is curious; asks and answers questions enjoys drawing, cutting with scissors, painting, clay, and make- believe can throw and bounce a ball states name; recognizes self in pictures 4 years dresses and undresses self; helps with bathing; manages own tooth brushing enjoys creative activities: paints, draws with detail, models with clay, builds imaginative structures with blocks rides a bike with confidence, turns corners, maintains balance climbs, runs, and hops with skill and vigor enjoys friendships and playing with small groups of children enjoys and seeks adult approval understands simple concepts (e.g., shortest, longest, same) 5 years expresses ideas and questions clearly and with fluency has vocabulary consisting of approximately 2,500–3,000 words substitutes verbal for physical expressions of displeasure dresses without supervision seeks reassurance and recognition for achievements engages in active and energetic play, especially outdoors throws and catches a ball with relative accuracy cuts with scissors along a straight line; draws in detail 6 years plays with enthusiasm and vigor develops increasing interest in books and reading 33 | P a g e  ECEd 112 – Health, Nutrition and Safety displays greater independence from adults; makes fewer requests for help forms close friendships with several peers exhibits improved motor skills; can jump rope, hop and skip, ride a bicycle enjoys conversation sorts objects by color and shape 7 and 8 enjoys friends; seeks their approval years shows increased curiosity and interest in exploration develops greater clarity of gender identity is motivated by a sense of achievement begins to reveal a moral consciousness 9–12 years uses logic to reason and problem-solve energetic; enjoys team activities, as well as individual projects likes school and academic challenge, especially math learning social customs and moral values is able to think in abstract terms enjoys eating any time of the day Adapted from Allen, K. E., & Marotz, L. R. (2010). Developmental Profi les (6th ed.). Belmont, CA: Wadsworth Cengage Learning. 34 | P a g e  ECEd 112 – Health, Nutrition and Safety Required Reading Early Childhood Care and Development (ECCD) Checklist Child’s Record 1 and Child’s Record 2 and How to Use the Early Childhood Care and Development Checklist by: Department of Education “Appendix B, C and D” Application Case Study Baby bottle tooth decay (BBTD) is a preventable condition that occurs when a baby’s teeth are exposed to sugary substances, including juices, formula, and breast milk, for prolonged periods. Practices such as putting an infant to bed with a bottle or allowing them to nurse for extended periods at night, and giving a toddler a bottle or sippy cup with fruit juice to carry around can prove harmful to children’s teeth. Because saliva flow is decreased during sleep, it is less effective in keeping teeth clean. 35 | P a g e  ECEd 112 – Health, Nutrition and Safety 1. What cautions would you offer to new parents who want to prevent their infants from developing BBTD? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. What practices can a mother who wants to feed her infant on demand use to avoid BBTD? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 3. What practices can parents use to promote older children’s oral health? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Closure Well done! You have completed the lesson on the growth and development of the child. Now that you have known the different milestone of the growth and development of a child you are now ready to proceed on how to provide high quality early childhood education environment to a child. References Marotz, L. (2010). Health, Safety and Nutrition for Young Child (8th ed.). Wadsworth Cengage Learning. Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Wadsworth Cengage Learning. Robertson, C. (2016). Safety, Nutrition, and Health in Early Education (6th ed). Wadsworth Cengage Learning. 36 | P a g e  ECEd 112 – Health, Nutrition and Safety Lesson 3 Providing high-quality early childhood education environments for health, nutrition and safety. Learning Outcome In this lesson, you are expected to gain the different learning outcomes listed below: 1. determine ways to address issues and problems concerning the policies and regulations and practices on providing integrated ECCD services, pediatric or early childhood health, safety. Time Frame: 3 hours Introduction Hello and welcome to the third and last lesson for the first module. According to Bredekamp and Copple (1997), high-quality early childhood education programs should provide “a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children while responding to the needs of families” (p. 1). In terms of the health, safety, and well-being of children, the teacher must have six basic goals in mind to ensure a high-quality early childhood education program: 1. Maximizing children’s health and wellness and managing risk 2. Recognizing the importance of guidelines, standards, laws, and regulations as they apply to the healthy development of children in early education. 3. Supporting children’s brain development as an integral part of healthy development. 4. Practicing cultural competence 5. Engaging with diverse families to provide a caring community 6. Utilizing education as a tool for health and wellness promotion and risk reduction for both children and adults. Activity Let’s play! Search for the specific words listed in the puzzle below. After searching those words, write on the spaces provided the exact phrase hidden associated with those words! Goodluck! CHILDREN FAMILIES COGNITIVE NEEDS DEVELOPMENT PHYSICAL EMOTIONAL RESPONDING ENVIRONMENT SAFE NURTURING PROMOTES SOCIAL YOUNG 37 | P a g e  ECEd 112 – Health, Nutrition and Safety What’s the hidden phrase? __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Analysis 1. Look at your own environment at home and make a list of risks you see. What could you do to minimize those risks and maximize the health and safety of your environment? What if your environment were used for an early childhood education environment-would it be safe and healthy place for children? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. Describe some strategies you might use to contribute to the healthy development of child’s brain. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 38 | P a g e  ECEd 112 – Health, Nutrition and Safety Abstraction Six major goals of high-quality early education for children. Goal 1: Maximizing children’s health and wellness and managing risk Goal 2: Recognize the importance of guidelines, standards, laws, and regulations as they apply to the healthy development of children in early education Goal 3: Supporting children’s brain development as an integral part of healthy development. Goal 4: Practice cultural competence. Goal 5: Engage with diverse families to provide a caring community. Goal 6: Utilize education as a tool for health and wellness promotion and risk reduction for both children and adults. Goal 1: Maximizing children’s health and wellness and managing risk A person’s health status reflects the condition of health of that person. Teachers have the opportunity to provide optimal conditions to maximize the health and sense of well-being of the children in their care. To accomplish this goal, a set of objectives for health promotion and the prevention of illness and disease should be planned, carried out, and monitored through the creation of health policies. Objectives for the Healthy Development and Well-Being of Children For Children, All teachers should: Respect the developmental needs, characteristics, and diversity of each child. Support a child’s development based on current knowledge of the general health and unique characteristics of the individual child. This includes emotional support as well as attention to physical needs. Provide and maintain healthy, safe, and nurturing environments. Reduce and prevent the transmission of infectious and communicable diseases. Understand the management of ill children, including exclusion policies. Use universal health procedures for toileting, diapering, maintaining toys, and handling and storing food. Utilize the health status of the staff as an important component of job performance. Ensure good nutrition and food safety by following the requirements of the USDA child care component, the Child Care Food Program, and the Cod