Guilford Technical Community College Human Services Division, Anne Buchanan-Hockett, Div. Chair Early Childhood Associate, Joan Moran, Dept.

Transcription

1 Guilford Technical Community College Human Services Division, Anne Buchanan-Hockett, Div. Chair Early Childhood Associate, Joan Moran, Dept. Chair Anne Buchanan-Hockett, Chair, Human Services Division Public Safety, Room 165, Ext EDU X: Health, Safety, & Nutrition Contact and Credit Hours: Course Description: This course focuses on promoting and maintaining the health and well being of children. Topics include health and nutritional needs, safe and healthy environments, and recognition and reporting of child abuse and neglect. Upon completion, students should be able to set up and monitor safe indoor and outdoor environments and implement a nutrition education program. Prerequisites: None Corequisite: EDU 153A-11 Text: Marotz, Lynn, Cross, Marie and Rush, Jeanettia. Health, Safety and Nutrition. 5th Edition. Albany, N.Y.: Delmar Publishers, Inc.,2001. The Early Childhood Associate Handbook (available in the bookstore). Additional Required Materials: Waist pack and supplies for a first aid kit (list of supplies will be given out in class). Student Outcomes/Objectives/Learning objectives: Upon completion of EDU 153, the student should be able to: (Note: Learning objectives noted with LO.) 1. Demonstrate knowledge of conditions affecting children s health and the role and responsibilities of caregivers in promoting children s health. LO a. describe factors that influence health and the interdependent relationship between health, safety and nutrition. b. describe the infectious process, identify signs and symptoms of common communicable illnesses and describe effective ways that teachers can reduce illness in their childcare settings.

2 c. describe chronic conditions that affect children s health and identify the teachers role in working with a child and family who may have one of these conditions and how to refer families to appropriate health resources. e. describe common vision and hearing disorders in children and identify early signs that could indicate a problem in these areas. 2. Demonstrate knowledge of factors that contribute to establishing a safe environment for young children. LO a. discuss licensing standards, teacher qualifications, staffing ratios and group size and composition. b. describe what is meant by quality supervision and accident prevention, and how to implement safety procedures. c. describe why preschool children are more likely victims of accidents. d. describe the teacher s role and responsibilities as they relate to the management of accidental injuries and illness. e. distinguish between abuse and neglect. f. describe when and how to report suspected abuse and neglect. g. discuss how to implement evacuation policies. 3. Demonstrate knowledge of factors that contribute to promoting healthy nutrition for young children. LO a. identify ways in which nutrition can affect the overall health of a young child. b. identify the food groups that make up the Food Guide Pyramid and give examples of foods that fall into each of the five categories. c. practice reading nutrition labels on common foods, including snack foods to determine if certain foods are appropriate choices for young children. d. identify foods that make up a healthy diet for young children and the appropriate serving sizes according to age of child. e. identify nutrients that provide energy, nutrients that promote growth of body tissues and nutrients that regulate body functions. 4. Develop a plan for establishing policies and procedures for a safe and healthy environment. LO. a. describe how to establish policies for administering medications, recording allergies, caring for sick or injured children, and handling emergency situations. b. describe how to monitor children s health daily and how to identify common health problems of children. c. create guidelines for when and how sick children should be excluded from the group setting and for how long. d. explain the importance of including parents in children s learning experiences about health and safety. 2

3 5. Develop resources for implementing a developmentally appropriate program for children in areas of health, safety and nutrition. LO. a. describe developmentally appropriate activities for children in health, safety and nutrition. b. write appropriate lesson plans for helping children to learn about health, safety and nutrition. c. develop teacher made materials in each area of health, safety and nutrition and write a lesson plan for how to use the materials in activities with children. d. assemble a resource file with materials a childcare professional can use to provide accurate and current information to parents and children in the areas of health, safety and nutrition. e. identify community resources that serve children and families in the areas of health, safety and nutrition. Course Requirements: (tests, reports, projects, papers, and/or others) 1. Complete assigned readings in course text. 2. Participate in class activities. 3. Take written tests. 4. Collect resources for health, safety and nutrition resource file according to standard departmental guidelines and requirements. 5. Write 3 activity plans appropriate for young children: (1 health, 1 safety, 1 nutrition) 6. Prepare written menus, including lunch and 2 snacks, for a week for a group of young children using established guidelines and requirements. Evaluation of Performance: (grading system or weight given to specific requirements) Tests 30% Resource files (3) Health 10% Safety 10% Nutrition 10% Lesson Plans (5) Health (1 plan) 5% Safety (2 plans) 10% Nutrition (2 plans) 10% Health/Safety Policies Plan 10% 3

4 Class Participation 5% Total 100% Grading Scale: A B C D 69/Below F Quality of Instruction Statement: The GTCC faculty members are committed to providing quality instruction. If there is a concern about the instruction provided, treatment of an individual or a group of students, or professional conduct of instructors, consult with the instructor first, You can then consult with the department chair and division chair, if needed. A description of Student's Rights and Responsibilities can be found in the Student Handbook/Calendar. College Attendance Policy: Regular attendance in class is essential to receiving the maximum benefit from the educational experience. A curriculum student is to attend and be on time for all classes and lab/shop/clinic sessions. A student who has missed more than one sixteenth of the hours the class is scheduled to meet (i.e., more than the number of clock hours that class meets in a typical week) may not be permitted to continue in that class, shop, lab, or clinic without permission of the instructor. In cases where practical considerations, regulations or accreditation requirements make it necessary, a department may establish more stringent attendance requirements. Three tardies will constitute an absence. In all cases of absences, the student is responsible for making up all missed class work and for coming prepared to the class following the absence. *If a student decides to stop coming to class, or to drop the course, an official withdrawal form must be completed and turned in by the student before the last date to withdraw from a course. ( March 30, this term) Failure to do so will result in an F grade. Classes will be held unless the college is officially closed due to inclement weather. Listen to local TV and radio stations for announcements of closing. The President, or his designee, tries to make the decision about day classes by 6:00 am. Rarely, classes may be cancelled during the day if the weather conditions get severe. A college official will let the instructor know when this happens. An instructor cannot decide to cancel a class. Time missed must be made up according to the college s policies. 4

5 Disability Access Services: If you have a disability that may affect your academic performance, and are seeking accommodations, it is your responsibility to inform the disability Access Services Director (Mrs. Angela Leak, 221 Medlin Campus Center, ext. 2325) as soon as possible. It is important to request accommodations early enough to give disability Access Services adequate time to consider your request and recommend reasonable accommodations. Instructors will provide necessary accommodations based on the recommendations of disability Access Services. Special Notes: In an effort to assist students in developing employability skills in the area of responsibility, it is important to both be in class on time (see above attendance policy) and complete requirements on time. Taking Tests: The Early Childhood Associate student handbook states that if a student has to miss a scheduled test, it is the student s responsibility to notify the instructor and arrange for a time when the test can be taken and supervised by the instructor. The test should be taken as soon as possible and no more than two days later than the scheduled test. The instructor may choose to place the test in the GTCC Testing Center. If so, both the instructor and student need to follow the procedures specified by the testing center. If a test is missed, immediately contact the instructor so it can be taken as soon as possible in order for it to be graded and discussed with the rest of the class. *Do not assume you can take a test just because you were not in class. The instructor MUST be notified and the test taken the next day, if possible. A second test not taken on the scheduled date will receive a grade of zero. If a student does not meet competency level (78) on a test and is required to retest, the retest must be scheduled within two days of receiving the graded test. If a student then attains competency, the original test grade will be averaged with 78% for a new grade. Periodically, designated questions on a test must be answered correctly to document a competency or learning objective. Failure to do so may require additional testing on that topic. Assignments: The handbook also states that late work may be accepted only with the prior approval the instructor. Also, for each class that the assignment is late, the instructor will drop the grade one full grade (for classes that meet weekly) or part of a grade (for classes that meet more frequently). *This means you CANNOT JUST CHOOSE TO TURN AN ASSIGNMENT IN LATE or bring it to the next class. If you have not made PRIOR arrangements with the instructor for it to be late, it will NOT be accepted. If you miss a class when an assignment is due, it is your responsibility to get the assignment to the 5

6 instructor. *A second late assignment, paper or activity plan WILL NOT BE ACCEPTED, and a grade of zero will be earned. Class assignments must be typed or word-processed. If an assignment does not meet competency level, a student will be asked to redo or add t it. If the revised assignment meets competency, it will be given a grade of 78. (This is consistent with the ECA department practices for all courses and the demonstration of competency.) If resources are used for an assignment, (books, articles, program resources, etc.) they MUST be appropriately referenced. Plagiarism is when you use someone else s words or ideas, but do not give credit to that individual. It is a serious offense because it is considered stealing. It is not acceptable under GTCC s academic honesty policy. The assignments are to be your own work with credit given to the works you take information from in the form of references. Course Outline Dates Lecture Lecture Assignments Intro to course Read Ch. 1 Interrelationship of Health, Read Chs. 2 & Safety, and Nutrition 6 Holiday College Closed Promoting Good Health The Infectious Process and Effective Control Communicable and Acute Illness: Identification and Management Food Safety & Food Borne Illnesses Guest Speaker: Chris Murdoch, Guilford Co. Health Dept. Health Appraisals Assessment Tools Guest Speaker: Prevent Blindness Health Dept. Field Trip Lynne Beck and Sandy Ellington Conditions Affecting Children s Health Read Chs. 7 & 20 Read Ch. 3 & 4 Read Ch. 5 Lab Course Reqs Lesson Plans (group) Small Group Assignments: Info on an assigned illness. Groups work on Illness presentation. Presentation of Illnesses Vision Screening Certification Gather materials for files in the Health Dept. Resource Room Small Group Assignments: Info on 6

7 Conditions Affecting Children s Health Test #1 Chs. 1-6 and 20 adaptations for children with special needs Work on presenting adaptations for children with special needs DUE: Health Resource File with Teacher Made Material Group Presentations CPR/1 st Aid Certification CPR/1 st Aid Training with Read Ch. 8 Doug and Karen Younts Creating Quality Environments Read Ch. 9 Small Group Assignments: Writing policies and procedures for a safe and healthy environment Safety Management Read Ch. 11 DUE: Policies and Procedures Child Abuse and Neglect Test #2 Chs. 8, 9, 11 Intro to Nutrition Unit Spring Break No Classes Read Ch. 13 Nutritional Guidelines Read Ch. 14 Nutrients that provide energy Guest Speaker: Wendy Gaither, Guilford Co. Health Nutrients that promote growth of body tissues Nutrients that regulate body functions Feeding Infants, Toddlers and Preschoolers Read Ch. 15 Read Ch. 16 Read Ch. 17 & 18 Implementing Nutrition Activity with Children Review for Final Final Exam Chs Implement/Evaluate Health or Safety activity Small Group Assignments: Plan nutrition activity and make picture recipe cards to go with it Work in groups on nutrition activity DUE: Nutrition File and Teacher Made Material Group Menu Planning Gather information for food diary Analyze food diaries 7