EDUC06016 2016 Children's Health and Well-Being

General Details

Full Title
Children's Health and Well-Being
Transcript Title
Children's Health and Well-Being
Code
EDUC06016
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Aoife Cooney, Silvia Gursinski, Maire Hanniffy
Programme Membership
SG_HEARL_G07 201600 Bachelor of Arts in Early Childhood Care and Educ SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ
Description

This module will provide students with a basis in the theory and practice necessary to provide for children’s well-being in the Early Years. Students will explore the topics of health, well-being, hygiene, nutrition, safety and child protection. By focusing on well-being, students will be able to provide stimulating, safe and healthy ECCE settings that facilitate child development and learning. Students will develop their practical skills base through the application of their knowledge of good practice in scenario based situations in the learning environment.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

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.

2.

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.

3.

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

4.

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.

5.

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

6.

Reflect on key learning experiences demonstrating an understanding of reflective models

Teaching and Learning Strategies

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

Module Assessment Strategies

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 Assessments

Repeat Skills Demonstration

Repeat Exam

Indicative Syllabus

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.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
40 %
End of Semester / Year Formal Exam
60 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Group Project Continuous Assessment Group Project 40 % Any 3
2 Skills Demonstration Pass/Fail Practical Evaluation - % Any
3 Personal Development Planning 10% Continuous Assessment Assignment 0 % Any 6

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Exam Final Exam Closed Book Exam 60 % End of Semester 1,2,4,5
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Not Specified Lecture 2 Weekly 2.00
Tutorial ECCE Skills Laboratory Tutorial 1 Weekly 1.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Core

Gaine, N. (2013). Child Health & Wellbeing. Dublin: Gill and MacMillan.

Dowling, M. (2005). Young Children's Personal, Social and Emotional Development.London: Sage.

Recommended

Beaver, M., Brewster, J., Green, S., Neaum, S., Sheppard, H., Tallack, J. & Walker, M. (2008). Child Care and Education. Cheltenham: Nelson Thornes.

Bruce, T. & Meggit, C. (2006). Child Care and Education. (4th edn). London: Hodder Arnold.

Other Resources

Department of Education and Skills. (2006). Síolta, the National Quality Framework for Early Childhood Education. Dublin: Stationary Office.

Department of Health and Children. (2001). The Child Care Act. Dublin: Stationary Office.

Department of Health and Children. (2004). Food and Nutrition Guidelines for Pre-School Services. Dublin: Stationary Office.

Department of Health and Children. (2005). The Safety Health and Welfare at Work Act. Dublin: Stationary Office.

Department of Health and Children. (2005). Child Care (Pre-School Services) (No 2) Regulations 2006 and Child Care (Pre-School Services) (No 2) (Amendment) Regulations 2006. Dublin: Stationary Office.

Department of Health and Children. (2007). Child Care (Amendment) Act. Dublin: Stationary Office

Department of Children and Youth Affairs. (2011). Children First: National Guidance for the Protection and Welfare of Children. Dublin: Stationary Office.

HSE. (2014) Management of Infectious Disease in Schools. Dublin: HSE.

NCCA. (2009). Aistear the Early Childhood Curriculum Framework. Dublin: NCCA.