View
0
Download
0
Category
Preview:
Citation preview
CLDDV 111: Health, Safety, and Nutrition
Chapter 1: A Holistic Environmental Approach for Early Childhood Education
Prepared by: Debbie Laffranchini, MA
Physical environment
Social and emotional environment
Economic environment
Cultural environment
The Environment
Physical Environment
Community facilities
Safe, attractive school and
neighborhood
Physical Environment
Clean, safe healthy home Mother’s health
Physical Environment Child’s Health
Genetics Heredity
Sense of belonging, self-esteem, confidence to be in the greater community
Social and Emotional Environment
Social and Emotional Environment
Relationships with teachers, peers, neighbors
Relationships with immediate and extended family
Relationship with parent
Attachment
Primary caregiver
Economic Environment
Economic status of greater community, services for assistance available
Economic status of neighborhood, services available for assistance
Economic and work status of parents
Family can afford child
Sense of belonging, acceptance Ethnicity and cultural practices of greater community
Neighborhood ethnicity of cultural practices Schools, churches, neighborhoods
Cultural practices of family
Ethnicity
Cultural competence
Cultural Environment
In small groups of no more than four, identify:
Four ways that society has promoted health, protection, or disease prevention
10 minutes
Health Promotion, Protection, and Disease Prevention
1. Healthy People 2010
Objectives are to improve health and well-being of Americans
Considers environmental risks that cause emotional, physical, psychological, and learning problems
Provides culturally appropriate educational and support programs for parents in high-risk environments to help reduce child maltreatment and other health problems
Increases proportion of children whose intake from snacks at school contribute proportionally to overall diet quality
Health Promotion, Protection, and Disease Prevention
2. National Health and Safety Performance Standards for Child care
3. National Association for the Education of Young Children
4. ECERS: Early Childhood Environmental Rating Scales
Health Promotion, Protection, and Disease Prevention (cont)
In small groups using computers: 1 hour 1. Identify health indicators for Healthy People 2010
1. How is Stanislaus County doing in three of the indicators?
2. Identify new information for your group concerning the NHSPS for Child Care
3. Identify teacher responsibility for providing a safe, healthy, and nurturing environment with responsive care according to NAEYC (Code of Ethical Conduct)
4. Identify the ECERS-R rating scales categories that apply to safety, nutrition, and health
5. Identify other efforts that address health, safety, and nutrition of young children
Health Promotion, Protection, and Disease Prevention (cont)
What is risk management?
Risk Management
Answer: Risk management is an effective way to protect, promote, and prevent difficulties regarding children’s health, safety, and nutrition
What are some strategies that a teacher may use to engage in risk management?
Risk Management
Answer: Model Comply with standards and guidelines Maximize health status of children
How?
Minimize risks to children How?
Utilize education as a tool for health promotion and risk reduction for children and adults
Practice cultural competence Develop partnerships with families to provide a caring community
How?
Risk Management
Goal 1: Maximize health status
Goal 2: Minimize risk
Goal 3: Use education as a
tool
Goal 4: Recognize importance of
guidelines
Goal 5: Practice cultural
competence
Goal 6: Develop partnerships with
families
Risk Management
In small groups, for each of the 6 Goals of Risk Management, identify two strategies that a teacher can use
20 minutes
Risk Management (cont)
Each student is to prepare a policy that promotes safety in an early childhood education setting (1 page maximum)
Each student will present their policy in one minute (TIMED!) to the class
Students may use power point, handout, or other media for their policy (bring to class)
Paper elements and presentation elements: Identify the policy Identify if it promotes safety in the environment, prevents injury,
or is part of a safety plan Present supporting information (statistics, data) Be clear how the policy will look when it is adhered to
Homework 10 points
Refer to pages 44, 46, 64, 65 and 72 for ideas
Clearly written
Include guidelines, limitations, and suggested methods of communication to be used
Helps teacher develop proper practices based on knowledge of safety, risk prevention protection, and promotion
Created for safety, nutrition, health, and special topics
Should incorporate six major goals of high-quality early childhood education (page 19)
Safety Policies Guidelines for Creating Your Policy
Recommended