SHAW UNIVERSITY Department of Education

SHAW UNIVERSITY Department of Education EBK 245 Nutrition and Safety in the B-K Classroom Instructor: _Professor Juanita Linton Office: TOS 308 Phone: (919) 546-8538 Email Address: jlinton@shawu.edu_ Office Hours: Mon. & Thurs: 10:00 AM - 2:00 PM Tues. & Wed: 1:00 PM - 3:00 PM Semester: Fall 2007 Class Meeting Time: Blackboard / Internet The Conceptual Framework Theme The Conceptual Framework of the teacher preparation program in BK Education at Shaw University embodies the mission of the University and the Department of Education. It embraces evolving professional standards and the participation of the public school community in BK education. In utilizing this model, the Birth through Kindergarten (BK) program promotes the development of selected skills, competencies, dispositions, and a specialized knowledge base of information to insure that all candidates are highly qualified educators at the completion of their program of study. Three (3) major standards are emphasized and assessed throughout the program. These three standards along with a brief descriptor are: The Competent and Effective Educator: an educator who demonstrates holistically a knowledge base for birth through kindergarten education, professional dispositions, an appreciation for diversity, and the use of technology in instruction. The Critical Thinking Educator: an educator who possesses a set of skills that includes the ability to distinguish between relevant and irrelevant information, recognize main points, assimilate information, make judgments, distinguish fact from opinion, evaluate sources of information, and recognize bias in sources and solutions. The Problem Solving Educator: a reflective practitioner, who recognizes the problem, examines alternative solutions, selects the best solution, and applies the solution. Required Text Marotz, L., Cross M. & Rush, J. (2005). Health, safety, and nutrition for the young child (6 th ed.). Thomas Delmar Learning, Clifton Park, NY Livetext Computer Software Supplementary Texts Caring for our children National health and safety performance standards: guidelines for out-of-home child care programs 2002). (2 nd ed.). Washington, D.C.: NAEYC. 1

General Course Description This course is designed to develop skills and concepts in developmentally appropriate methods of teaching health, safety, and nutrition to young children. Content focuses on healthy environments, safety and first aid, preventive health care and health issues, and nutrition. The correlation of healthful living practices and nutrition with learning is analyzed. General Course Objectives At the completion of this course, the student will: 1. Recognize the relationship of health, safety, and nutrition. 2. Define comprehensive health policies that promote healthy programs for young children. 3. Recognize health and safety practices that should be demonstrated to children and parents. 4. Identify ways to promote a safe environment in an early childhood setting. 5. Explain the value of preventive health care. 6. Describe the importance of nutrition in programs. 7. Plan nutritious meals and snacks. 8. Identify the special health issues of young children, health appraisal procedures and referral processes. 9. Define childhood diseases. 10. Identify state and national guidelines for caring for ill children. 11. Identify state and national resources for health and safety. DELIVERY OF INSTRUCTION The delivery of instruction encourages students to actively participate in dialogue, pose questions and share their own perspectives and views on various issues regarding programs for B K. Written activities, reading assignments, case studies, technology and lectures serve as sources for much of the class dialogue. The activities involving field experiences are a vehicle to assist students to critically reflect and understand the relationship between theory and practice. SPECIFIC NCDPI STANDARDS AND INDICATORS This course will address the following state competencies: Core: 1.1 Teachers know the content appropriate to their teaching specialty. 1.4 Teachers know relevant applications of the content they teach. 2.2 Teachers use a variety of methods to teach students. 3.3 Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child s development and personality. They understand how an individual s belief system affects behavior. 5.3 Teachers use research in their classrooms. 2

Diversity: 1.1 Teachers select, evaluate and incorporate unbiased instructional materials. 2.1 Teachers seek and apply good matches among instructional goals, methods, and materials, and students skills and abilities. 3.1 Teachers develop strategies to communicate with the families of their students, help them understand and value the educational process and encourage their participation in a variety of school activities. 6.2 Teachers provide equity and access to learning in the classroom. Technology: 1.2 Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 5.3 Teachers apply technology to increase productivity. 5.4 Teachers use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 6.3 Teachers identify and use technology resources that affirm diversity. Birth Kindergarten: 1.3 Understand health and safety issues as they relate to group care settings. 1.7 Know the health, medical, and physical requirements of ALL young children and the influence on development. their purposes, including ongoing observation, data collection and analysis. 1.8 Know the social and emotional needs, especially the importance of consistent, positive relationships, for the healthy development of ALL young children. 1.9 Know the range of appropriate technological applications available to children and families. 1.10 Understand the relationship between differing environmental or situational contexts and children s actions. 2.3 Are knowledgeable of health appraisal procedures and referral processes. 2.4 Understand that appropriate assessment is an embedded (rather than pullout) process that supports children s development and learning. 3.4 Understand the role of family as a partner in promoting the child s development, sharing information, making decisions, and implementing and evaluating program plans for their child. 5.1 Collect and synthesize relevant assessment information that informs practice. 7.2 Use strategies and tools that encourage ALL young children s problem solving, thinking skills, and developmental and social competence. 8.1 Create an environment that is reflective of the children in the classroom setting that honors diversity. 8.2 Integrate cultural diversity and an anti-bias perspective throughout all instructional activities. 8.3 Are sensitive to and meet the individual needs of children and families with differing backgrounds, i.e. linguistic, culture, geographic, ethnic, and socioeconomic. 9.2 Respect cultural preferences and socioeconomic influences when 3

identifying family resources, concerns, and priorities. 9.4 Communicate effectively with families from diverse backgrounds. 10.4 Know and follow legal and ethical mandates, policies, and procedures related to services for young children and families. 10.5 Serve in the role as advocate, consultant, collaborator, and team member. COURSE REQUIREMENTS In completing your assignments please follow the directions below: All written assignments must be typed, double-spaced using a 12 font. Assignments should include a cover page with the student s name, date, assignment title, course number, and semester. Each assignment should be proofread and free of grammatical errors. Live Text will be used to assess all assignments. Common rubrics will be used for each assignment. For all assignments involving children the Code of Ethics developed by the National Association for the Education of Young Children should be observed, and the Standard of Professional Conduct: Section 0602. Descriptions of assignments follow: 1. Menu of Nutritious Snacks and Meals. Plan a menu of nutritious snacks and meals for one week. You will be provided a form and the federal guidelines to help you complete this assignment. (10 points) (Core: 1.4; 1.5; Diversity: 3.3; Birth-Kindergarten: 1.4; 1.11; 9.3) 2. Poster/PowerPoint/Brochure. This activity allows you to synthesize and apply information in new and creative ways on topics related to the study of a communicable disease. Select a disease you would like to know more about and a topic you think would benefit parents. Your instructor will provide you with suggestions as well as a form providing you with information to include in your presentation. Then design a poster, create a power point presentation, or design a brochure that captures and summarizes the main concepts and/or ideas. Please try to include interesting and appropriate visual images reflecting a particular ethnic group. Present your poster, power point or brochure to classmates. (15 points) (Core: 1.5; 3.3. Diversity: 3.2. Technology: 1.4; 5.5; 5.6; 6.3. Birth-Kindergarten: 1.4; 1.11; 1.13; 3.5; 8.4; 9.3 ) 3. Nutrition and Safety Observation. Visit at least one early childhood classroom and observe the environment for safety standards and practices. Check for licensing safety, sanitary and fire codes required by North Carolina as well as guidelines from the NAEYC. Submit a 2-3 typed page paper of your observations. (15 points) ( Birth-Kindergarten: 1.4; 1.14; ) 4. Journal Article. Read 2 professional journal articles related to one of the following topics: 1) asthma in early care settings; 2) supporting a child with special health care needs; 3) preventing childhood lead poisoning; 4) managing food allergies and intolerances in early childhood settings; 5) teaching young 4

children fire safety; 6) obesity and young children; 7) SIDS and child care; 8) influenza and young children; 9) oral health care for young children; 10) safe playgrounds. Write a two-page (double-spaces and typed) reaction paper. Your paper should include a copy of the article. Discuss your article in class. Write your paper according to the following format: (10 points) Title of Article Author Journal Overview of the Article Implications of the Article for Practice (Core: 1.4; 1.5; Technology: 1.4; Birth-Kindergarten: 1.4; 1.12; 1.14) 4. Board Game. Create a board game based on health, safety or nutrition that would be appropriate for a group of 4 and 5 year-olds. A description of how the game is to be played as well as what the children will learn should accompany the game. Visual images on the game board should reflect ethnic diversity. The game idea should be approved by the instructor. When constructing the game give attention to durability and appeal for children. (10 points) (Core: 1.5; 2.5; 3.3. Diversity: 1.1; 2.1; 6.2. Birth-Kindergarten: 6.4; 7.2; 8.2; 8.4; 9.3 ) 5. Activity Plan. Develop an activity plan to introduce health and safety concepts. Activity plan must be developmentally appropriate and tailored to children s abilities and interest level. (5 points) Core: 1.6; 2.1; 2.3; 2.8; 3.2; 6.1 Diversity: 1.1; 2.16.1 Birth- Kindergarten: 4.1; 4.3; 4.4; 7.1; 7.2; 7.4; 7.7; 8.2; 9.3; 1.4; 10.8) 6. Class Participation. Students are expected to participate actively in class and make meaningful contributions. Class conversations reflect a commitment to education and to young children (5 points) (Core: 4.6) 7. Tests. There will be a mid-term (15 points) and a final (15 points). (Core: 1.4. Birth- Kindergarten: 1.4; 1.11; 1.12; 2.5; 5.2) 8. Code of Professional Practice and Conduct Each student is expected to participate actively and professionally in class discussions and other applied class activities. This includes communicating with others through Blackboard in a respectable manner. It is expected that every participant treat others with respect even when disagreeing with ideas or viewpoints presented. Regular attendance is a class requirement due to the many activities taking place through the internet. Regular attendance is also a University requirement. Absences will lower your grade. 9. Library Component. The librarian (Mrs. Mair) from the Curriculum Materials Center will make a presentation to the class to help students with library skills. The presentation will include: How to write, using the APA style (Publication Manual of the American Psychological Association, 6 th ed.) How to search databases to locate sources How to locate sources in the Curriculum Materials Center 5

Tips on how to use Microsoft Word To provide feedback on this library EVALUATION Assignments and Possible Points / Total possible points are 100. Assignment Points Menu 10 points Power Point/Brochure/Poster 15 points Nutrition & Safety Observation 15 points Journal Article 10 points Board Game 10 points Lesson Plan 5 points Class Participation 5 points Mid-Term 15 points Final 15 points Grading Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 COURSE EXPECTATIONS 1. Course Readings. Hand-outs will be given to students to read in addition to the course text. It is expected that students will read the materials as assignments and tests will be based on the content of the hand-outs. It will be expected that you check your e-mail as some articles will be sent to your e-mail address. 2. Attendance. The class attendance policy of Shaw University is as follows: Students are allowed as many unexcused absences as the number of times the course meets per week. For example, in a three-credit-hour course that meets three times per week, the student will be allowed three unexcused absences per semester. It is your responsibility to provide an explanation and a university excuse to the instructor. Absences not approved will lower your grade. One point for each unexcused absence will be deducted from the total of your final points. 3. Tardiness. You are expected to be on time. Points will be deducted for late arrivals and/or early departures. 4. Written assignments and Projects. All projects are expected to be completed and turned in by the assigned due date. Assignments turned in late will be accepted only if your instructor has been notified and agrees to the late submission. 5. Tests. If you miss a test, you must produce a university excuse. A day at the end of the semester will be scheduled for make-up tests. 6. Cheating/Plagiarism. Cheating is the practice of fraudulent and deceptive acts for the purpose of improving a grade or obtaining course credit. Plagiarism is a specific form of cheating that consists of the misuse of the published and/or 6

unpublished works of another by representing the material so used as one s own work. The acts of Cheating and/or plagiarism will lead to receiving an F on the assignment and the filing of a report with the Dean. 7. Classroom Decorum Expectations. To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i.e., talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, and/or headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above or similar behaviors will immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair. IMPORTANT DATES TO REMEMBER Last day to drop courses without a grade: September 21, 07 Online Spring Registration: October 27, 2007 TOPICAL COURSE OUTLINE (Tentative) Date Topic Readings/Assignment Due 8/21/07 Introduction to Class: Conceptual Framework, Code of Ethic, and Professional Disposition Interrelationship of Health, Safety, and Nutrition An Introduction: Health, Safety, and Nutrition 8/28/07 Promoting Good Health/Health Appraisals/ Health Assessment Tools Summary: Conceptual Framework 9/4/07 Conditions Affecting Children s Health Journal Article 9/11/07 The Infectious Process and Effective Control 7

9/18/07 Communicable and Acute Illness: Identification and Management PowerPoint/ Brochure/Poster 9/25/07 Mid-Term Unit Test 10/2/07 Creating Quality Environment 10/9/07 Safety Management/ Management of Injuries and Acute Illness Journal Article 10/16/07 Child Abuse and Neglect Planning for Children s Activity Plan Health and Safety Education 10/23/07 Nutritional Guidelines Nutrition Observation 10/30/07 Feeding the Infant, Menu of Nutritious Snacks Toddlers, and Preschool Child 11/6/07 Planning and Serving Board Game Nutritious and Economical Meals 11/13/07 Food Safety 11/20/07 Nutrition Education Concepts and Activities 11/27/07 Final Exam Review Study Guide 12/4/07 Final Exam 8

BIBLIOGRAPHY Aronson, S.S. 2002. Model child health policies. 4 th ed. Washington, D.C.: NAEYC Online: http://paaap.org/pdf/ecels/mcchp.pdf. Cole, R., Crandall, R., & Kourofsky, C. 2004. We can teach young children fire safety. Young Children 59(2): 14-19. Dooling, M. & M.S. Ulione. 2000. Health consultation in child care: A partnership that works. Young Children 55 (2): 23-26. Mulroy, M., Bothell, J. & Gaudio, M. 2004. First steps in preventing childhood lead poisoning: The role of child care practitioners. Young Children 59 (2): 20-25. Madden, J.A. 2000. Managing asthma at school. Educational Leadership 57 (6): 50-52. Pica, R. 1997. Beyond physical development: Why young children need to move. Young Children 52 (6): 4-11. Pierce, J.W., & J. Wardle. 1993. Self-esteem, parental appraisal and body size in children. Journal of Child Psychology and Psychiatry 34 (7): 1125-36. Sanders, S.W. 2002. Active for life: Developmentally appropriate movement programs for young children. Washington, DC: NAEYC. Strauss, C., K. Smith, C. Frame, & R. Forehand. 1985. Personal and interpersonal characteristics associated with childhood obesity. Journal of Pediatric Psychology 10: 337-43. Sutterby, J., & J. Frost. 2002. Making playgrounds fit for children and children fit for playgrounds. Young Children 57 (3): 36-41. 9