Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

There is general concern in the community about the health and wellbeing of young children, and specifically around childhood obesity. Therefore it is important for you to understand current health policies and practices, as well as curriculum strategies for various early childhood education settings. This includes the daily food needs of young children and how to provide appropriate everyday food education and social food experiences, allied with appropriate physical activity and other healthy living regimens.

You require the capacity to lead, plan, implement, and evaluate health practices in early childhood services and settings and to balance the health needs of individual children. Additionally, your personal health and the health of other staff members, is an important aspect of effective delivery of early childhood services. An holistic 'health promoting' approach, that encourages inclusive, participative decision-making aimed at helping children make healthy choices, is advocated.

Aims

The aim of this unit is to provide you with the knowledge and skills necessary to work with children and other adults, including parents, to provide a health promoting environment. It will present a clear case for adopting holistic health practices that use preventative strategies and vigilant procedures. It will also promote healthy food education through social food experiences.

Objectives

On satisfactory completion of this unit you should be able to:

1. Identify and discuss early childhood health and wellness issues, principles, policies and practices. [QCT Standard 6]

2. Plan, prepare and present appropriate learning opportunities that promote health and wellness in early childhood settings. [QCT Standard 1]

3. Describe strategies that facilitate children's developing awareness of self-health care and holistic health promotion in early childhood setting. [QCT Standard 6]

4. Identify and critically discuss issues surrounding health and nutrition for young children. [QCT Standard 10]

Content

This unit will cover the following topics:

Food, nutrition and wellness principles and policies for early childhood education settings

Management of health and wellness components within early childhood settings; and

Planning early childhood health and wellness education

Approaches to Teaching and Learning

To achieve a balance between theory, research and practical field experiences, contact time will incorporate mini-lectures, tutorials, workshops and field visits. The tutorial-workshops will be designed for a high level of student interaction with a focus on sharing ideas and applying these ideas in early childhood settings.

On-line information and activities will support interactive sessions.

Assessment

There are two summative assessment tasks for this unit, linked to lectures, workshops, field experiences and online learning experiences. Formative assessment is incorporated through the provision of constructive feedback in seminars and assessment item 1.

Assessment name: Professional Plans
Description: Integrated plan or module with a rationale for promoting health, safety, nutrition, or wellness in early education settings. (2000 words.)
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Assessment name: Project (applied)
Description: You will research, prepare, present and evaluate a small group workshop on a practical health, safety, nutrition, or wellness issue and demonstrate appropriate learning and learning strategies for early childhood health/ physical education.
(1 hour presentation + group handout of 600 words.)
Relates to objectives: 1, 2, 3 & 4
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Mid-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Stanton, R. and Hills, A. (2004). A matter of fat: Understanding and overcoming obesity in kids. Sydney: UNSW Press.

References

Appleton, J., McCrea, N., & Patterson, C. (2001) Do carrots make you see better? A guide to food and nutrition in early childhood programs. Bellsville, MD: Gryphon House.

Marotz, L.R., Cross, M.Z. 7 Rush, J.M. (Eds.) (2001) Health, safety and nutrition for the young child. 5th edition. Albany, NY: Delmar Thomson Learning.

Oberklaid, F. (2004). Health in early childhood settings: From emergencies to the common cold. Sydney: Pademelon Press.

Peate, I. & Whiting , L. (eds). (2006) Caring for children and families. Chichester, England: J. Wiley & Sons

Sayre, N. E., & Gallagher, J. D. (2001). The young child and the environment: Issues related to health, nutrition, safety, and physical activity. Boston: Allyn and Bacon.

Thomas, P. & Lockwood, V. (2009). Nurturing the spiritual child: Compassion, connection and a sense of self. Watson, ACT: Early Childhood Australia.

Risk assessment statement

There are no out-of-the-ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012