1
May, 1945 - 22, %pRIhTCIPLES DRAFTED FOR 'NISCOKSf V S SCHOOL HEP-LTH PROGRAM 'lisconsin's State Board of H-alth, Stctc Univorsity, and State depart- nmt of Public Instruction hkve drafted a cooperative program under which it is hoped t o promote im- proved health education for the school children of the state from kindergarten through the twelfth grade, The principles set up by the joint committee as guides are all asulicable to the teaching of dental health. They are as follows: 1. Henlth education is the devel- opment of desirable patterns of be- havior Rn? utilizes the resources of every experience with which an individual comes in contact. 2, The objective of health educa- tion is the development of healthy, well-adjusted individuals who have an understanding of the elements of eood health and the practices and conditions of healthful living; and whose behavior in all situations is in harmony with these dnderstandings and conditions, 3, Heclth education begins in the home and is continued in the home, i n the community, in ~ll school activities, and in experiences in one's vocation. 4. A hcclthful environment is prs- reouisito to good health. 5, Rffectivs horlth education per- meates the entire community and in- cludes a program of ndult education, 6, Sound teacher health is funda- mental to the health education pro- gram, All teachers share in the responsibility for health education and are themselves examples of he a lthf ul living. 7, Health education re quires teachers who know the field of heelth education. For beginning teachers, this presumes pre-service training. For teachers in servico, this means special study and pre- paration in the field of health edu- cation, 8, Prime responsibility for initi- ating, planning, and directing the functioning of the health educntion progrnm rests upon the educational administrators . 9. The well-rounded health educa- tion program includes the coopcra- tion of health specialists, local boards of health, civic organiza- tions, and all other agencies of so- ciR1 welfare and hcolth sorvico in t h e community. 10. The rosults of health educa- tion are demonstrated hy changes i n understemding , attitudes, and per- formnncc on the pprt of pupils , par- ents, and members of the community in 311 situations.

PRINCIPLES DRAFTED FOR WISCONSIN'S SCHOOL HEALTH PROGRAM

  • View
    217

  • Download
    4

Embed Size (px)

Citation preview

Page 1: PRINCIPLES DRAFTED FOR WISCONSIN'S SCHOOL HEALTH PROGRAM

May, 1945 - 22,

%pRIhTCIPLES DRAFTED FOR 'NISCOKSf V S SCHOOL HEP-LTH PROGRAM

' l isconsin 's S t a t e Board of H-al th , S t c t c Univors i ty , and S t a t e depa r t - nmt of Pub l i c I n s t r u c t i o n hkve d r a f t e d a coopera t ive program under which it i s hoped t o promote i m - proved h e a l t h educa t ion f o r t h e school ch i ld ren of t h e s t a t e from kindergar ten through t h e t w e l f t h grade, The p r i n c i p l e s se t up by t h e j o i n t committee as guides are a l l a s u l i c a b l e t o t h e teaching o f den ta l hea l th . They are as follows:

1. Henlth educat ion i s t h e devel- opment of d e s i r a b l e p a t t e r n s of be- havior Rn? u t i l i z e s t h e resources of every experience w i t h which an ind iv idua l comes i n contact .

2, The objec t ive of h e a l t h educa- t i o n i s t h e development of hea l thy , wel l -adjusted ind iv idua l s who have an understanding of t h e elements of eood h e a l t h and t h e p r a c t i c e s and condi t ions o f h e a l t h f u l l i v i n g ; and whose behavior i n a l l s i t u a t i o n s i s i n harmony w i t h t h e s e dnderstandings and condi t ions ,

3, Heclth educat ion begins i n t h e home and i s continued i n t h e home, i n t h e community, i n ~ l l school a c t i v i t i e s , and i n experiences i n one's vocation.

4. A h c c l t h f u l environment i s prs- r e o u i s i t o t o good heal th .

5, Rffec t iv s h o r l t h educat ion per-

meates the e n t i r e community and in- cludes a program of n d u l t educat ion,

6, Sound t e a c h e r h e a l t h i s funda- mental t o t h e h e a l t h educa t ion pro- gram, A l l t e a c h e r s sha re i n t h e r e s p o n s i b i l i t y f o r h e a l t h educa t ion and a re themselves examples of he a l t h f u l l i v i n g .

7, Heal th educa t ion r e qu i r e s t eache r s who know t h e f i e l d of h e e l t h education. For beginning t e a c h e r s , t h i s presumes pre-serv ice t r a i n i n g . For t e a c h e r s i n s e r v i c o , t h i s means s p e c i a l s tudy and pre- p a r a t i o n i n t h e f i e l d of h e a l t h edu- ca t ion ,

8, Prime r e s p o n s i b i l i t y f o r i n i t i - a t i n g , planning, and d i r e c t i n g t h e func t ion ing of t h e h e a l t h educnt ion progrnm r e s t s upon t h e educa t iona l admin i s t r a to r s .

9. The well-rounded h e a l t h educa- t i o n program inc ludes the coopcra- t i o n of h e a l t h s p e c i a l i s t s , l o c a l boards of h e a l t h , c i v i c organiza- t i o n s , and a l l o the r agencies of so- ciR1 wel fare and hco l th so rv ico i n t h e community.

10. The r o s u l t s of h e a l t h educa- t i o n a r e demonstrated hy changes i n understemding , a t t i t u d e s , and per- formnncc on t h e p p r t of pup i l s , par- e n t s , and members of t h e community i n 311 s i t u a t i o n s .