EDUC06016 2016 Children's Health and Well-Being

Explain the concept of holistic health and well-being, common health needs, and illnesses in the context of caring for children's well-being in the Early Years.

Demonstrate skills and strategies to establish and maintain a high quality, stimulating, healthy, hygienic, safe, and secure environment for children with specific reference to the relevant legislation including Siolta, Aistear and the Child Care (Pre-School Services) (No. 2) Regulations 2006.

Identify the importance of a balanced diet and outline ways to meet the nutritional needs of babies and children in ECCE settings.

Explain a) child protection, b) the signs of the four types of child abuse, c) the factors that contribute to abuse, and d) ethical practices.

Outline the role of the practitioner in providing for children's well-being in ECCE settings and in partnership with parents/guardians.

Reflect on key learning experiences demonstrating an understanding of reflective models

Students will attend 2 hours of lectures and a 1 hour tutorial each week. The lectures will provide the theory and relevant policy and legislation. The weekly tutorials will be participatory and enable students to engage with the content from the lectures in a practical and interactive context in the ECCE skills lab.

Students will attend a hour hour tutorial weekly for personal development planning

Skills Demonstration Pass/Fail - Students must pass this component in order to pass overall module

Exam 60% Addressing Learning Outcomes 1,2,4,5

Group Project 40% Addressing Learning Outcome 3

The above components will be scaled to 90%

Reflective Assignment and Presentation 10% Addressing Learning Outcome 6

Repeat Skills Demonstration

Repeat Exam

Health and Well-Being

- Examine the concept of holistic health and well being

- recognising general signs of illness, common infectious diseases in babies and children including meningitis, septicaemia and immunisation programmes available

- describe the immediate course of action that should be taken when a child is thought to be unwell in the early years setting in accordance with Best Practice and setting policies

- caring for the child with special medical conditions e.g. eczema, asthma.

- outline the different rest and sleep needs of babies and young children.

- Knowledge and application of relevant legislation [Child Care Act 2001; Child Care (Pre-School Services) Regulations 2006, Safety Health and Welfare at Work Act, 2005, Siolta, 2006 and Aistear, 2009] and Best Practice Guidelines (HSE).

Emotional Well-Being

- Responding to children who are upset/distressed

- Fostering self-esteem, confidence and independence

- Facilitating children to feel like the belong

- Enabling all children to participate

- Responding to children’s own identified needs

Hygiene

- hygiene principles and practices in the care of children, associated equipment and premises eg personal hygiene procedures, environment cleaning procedures

- recognise the chain of infection and infection control including exclusion guidelines

- preparation of safe food in the early years setting based on the principles of HACCP (Hazard Analysis Critical Control Points)

- ability to change a nappy following the correct hygiene procedures

- toilet training of children according to good principles and practices

- knowledge and application of relevant legislation [Child Care Act 2001; Child Care (Pre-School Services) Regulations 2006, Safety Health and Welfare at Work Act, 2005, Siolta, 2006 and Aistear, 2009] and Best Practice Guidelines (HSE).

Nutrition

- identify the essential dietary requirements for healthy growth and development

- the process of digestion and understanding different food groups

- best practice in infant feeding including the role of breastfeeding, infant milk formulas and weaning

- menu planning for babies and children

- multicultural provision and dietary implications

- nutritional disorders in children

- food and nutrition guidelines for pre-school services.

- Knowledge and application of relevant legislation [Child Care Act 2001; Child Care (Pre-School Services) Regulations 2006, Safety Health and Welfare at Work Act, 2005, Siolta, 2006 and Aistear, 2009] and Best Practice Guidelines (HSE).

Safety

- how to identify and develop strategies to establish and maintain healthy, safe and secure environments for babies and children

- statutory and legal requirements for health and safety in the childcare setting

- the procedures for dealing with accidents, illnesses and other emergencies

- health and safety policies in the early years setting

- basic safety procedures in the early years setting (maintaining a safe environment, safety checks on equipment including toys, safe management of daily routines)

- fire safety in preschools

- Knowledge and application of relevant legislation [Child Care Act 2001; Child Care (Pre-School Services) Regulations 2006, Safety Health and Welfare at Work Act, 2005, Siolta, 2006 and Aistear, 2009] and Best Practice Guidelines (HSE).

Child protection

- introduce child protection

- types of child abuse’ or ‘maltreatment’ ‘physical and/or emotional ill-treatment, sexual abuse, neglect or negligent

- treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity

- factors which contribute to abuse

- Children First: National Guidance for the Protection and Welfare of Children 2011

Role of Practitioner

- Communicate effectively and build partnerships with parent/guardians

- Interact with children respectfully and age appropriately

- Ability to complete relevant documentation and written communication in settings eg. exclusion letter, log and rota books.