ECE: Health, Safety, and Nutrition

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ECE: Health, Safety, and Nutrition
Course Outcome Summary

Course Information
Organization                  WTCS - Wisconsin Technical College System
Developers                    ECE Statewide Curriculum Committee members
Development Date              8/11/2004
Revised By                    Terri Johnson (WIDS) and ECE Statewide Curriculum Committee members
Revised Date                  3/27/2009
Course Number                 10-307-167
Potential Hours of            48
Instruction
Total Credits                 3

Description
This 3-credit course examines the topics of health, safety, and nutrition within the context of the early childhood
educational setting. Course competencies include: integrate strategies that support diversity and anti-bias
perspectives, follow governmental regulations and professional standards as they apply to health, safety, and
nutrition, provide a safe early childhood environment, provide a healthy early childhood environment, plan
nutritionally sound menus, adhere to child abuse and neglect mandates, apply Sudden Infant Death Syndrome
(SIDS) risk reduction strategies, apply strategies to prevent the occurrence of Shaken Baby Syndrome (SBS),
incorporate health, safety, and nutrition concepts into the children's curriculum.

Target Population
Individuals pursuing a degree in Early Childhood Education or interested in learning more about safety, health
and nutrition for young children.

Types of Instruction
Instruction Type                                                     Contact Hours                  Credits
                                                                                                        3

Exit Learning Outcomes
Program Outcomes
ECE 1. Apply child development theory to practice
ECE 2. Cultivate relationships with children, family, and the community
ECE 3. Assess child growth and development
ECE 4. Use best practices in teaching and learning
ECE 5. Demonstrate professionalism
ECE 6. Integrate health, safety, and nutrition practices


External Standards
NAEYC Standard 1: Promoting Child Development and Learning. Students prepared in associate degree
programs use their understanding of young children's characteristics and needs, and of multiple interacting
influences on children's development and learning, to create environments that are healthy, respectful,
supportive, and challenging for all children.
NAEYC Standard 2: Building Family and Community Relationships. Students prepared in associate degree
programs know about, understand, and value the importance and complex characteristics of children's families
and communities. They use this understanding to create respectful, reciprocal relationships that support and
empower families and to involve all families in their children's development and learning.
NAEYC Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families. Students




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prepared in associate degree programs know about and understand the goals, benefits, and uses of
assessment. They know about and use systematic observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and other professionals, to positively influence
children's development and learning.
NAEYC Standard 4: Teaching and Learning. Students prepared in associate degree programs integrate their
understanding of and relationships with children and families; their understanding of developmentally effective
approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and
evaluate experiences that promote positive development and learning for all young children.
NAEYC Standard 5: Becoming a Professional Students prepared in associate degree programs identify and
conduct themselves as members of the early childhood profession. They know and use ethical guidelines and
other professional standards related to early childhood practice. They are continuous, collaborative learners who
demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that
integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and
policies.
WI Teacher Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter
meaningful for students.
WI Teacher Standard 2: The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.
WI Teacher Standard 3: The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
WI Teacher Standard 5: The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
WI Teacher Standard 7: The teacher plans instruction based upon the knowledge of subject matter, students, the
community, and curriculum goals.
WI Teacher Standard 10: The teacher fosters relationships with school colleagues, parents, and agencies in the
larger community to support students learning and well-being.


Competencies
1.         Integrate strategies that support diversity and anti-bias perspectives.
            You will demonstrate your competence:
            1.a. using a written or oral activity as provided by the instructor
            1.b. in a classroom setting or simulated environment
            1.c. individually or in groups
            Performance will be satisfactory when you:
            1.a. follow the guidelines of "The Anti-bias Curriculum: Tools for Empowering Young Children" or a
            similar anti-bias resource
            Learning Objectives
            a. Define anti-bias terms.
            b. Identify anti-bias language.
            c. Identify personal culture.
            d. Identify stereotypes.
            e. Recognize personal biases and stereotypes.
            f. Recognize an anti-bias approach to holidays.
            g. Describe best practices in anti-bias curriculum.
2.         Follow governmental regulations and professional standards as they apply to health, safety,
           and nutrition.
            You will demonstrate your competence:
            2.a. in written or oral presentations
            2.b. individually or in small groups
            2.c. in the classroom or in simulated settings




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         Performance will be satisfactory when you:
         2.a. summarize the interrelationship among health, safety, and nutrition
         2.b. explain documentation and reporting procedures for health, safety and nutrition issues
         2.c. articulate the rationale underlying government regulations and professional standards
         Learning Objectives
         a. Describe regulations related to early childhood programs.
         b. Identify licensing requirements for family and group settings.
         c. Discuss the relationship among health, safety and nutrition principles.
         d. Describe steps in documentation and reporting.
3.       Provide a safe early childhood environment
         You will demonstrate your competence:
         3.a. in written or oral presentations
         3.b. individually or in small groups
         3.c. in the classroom or in simulated settings
         Performance will be satisfactory when you:
         3.a. assess environments for safety standards
         3.b. demonstrate emergency procedures
         3.c. employ established sanitary procedures
         3.d. apply standard precautions for routine care activities
         Learning Objectives
         a. Analyze toys, furniture and equipment for potential hazards.
         b. Examine federal, state and local safety regulations.
         c. Summarize characteristics of safe indoor and outdoor environments.
         d. Identify professional resources to aide in providing a safe environment.
         e. Describe emergency procedures for: fire, natural disasters, violence, etc.
         f. Identify first aide procedures related to early childhood programs.
         g. Describe the use of various fire extinguishers.
4.       Provide a healthy early childhood environment
         You will demonstrate your competence:
         4.a. in written or oral presentations
         4.b. individually or in small groups
         4.c. in the classroom or in simulated settings
         Performance will be satisfactory when you:
         4.a. investigate health issues affecting children and adults
         4.b. follow required sanitary procedures
         4.c. conduct health assessments of children following established guidelines
         4.d. follow standard first aid procedures
         4.e. adhere to state and facility policies for sick or injured children and adults
         4.f. utilize universal precaution procedures with 100% accuracy
         Learning Objectives
         a. Explore aspects mental health for children and adults.
         b. Describe stress management techniques.
         c. Identify specific care-giving behaviors promoting attachment.
         d. Explore aspects of physical health for children and adults.
         e. Summarize prevention strategies to minimize health risks of children.
         f. Examine procedures related to communicable diseases.
5.       Plan nutritionally sound menus.
         You will demonstrate your competence:




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         5.a. in written or oral presentations
         5.b. individually or in small groups
         5.c. in the classroom or in simulated settings
         5.d. by creating a week-long menu for children
         Performance will be satisfactory when you:
         5.a. analyze a week-long menu based on the nutritional needs of children
         5.b. menu meets menu-planning guidelines
         5.c. analysis includes the importance of the social, cultural and emotional aspects of feeding and
         eating
         5.d. analysis includes modifications for children with special dietary needs and restrictions
         5.e. analysis includes safety modifications of food choices for children of different ages and abilities
         5.f. analysis includes procedures for food safety, storage, preparation and handling
         Learning Objectives
         a. Describe USDA and state guidelines related to nutrition.
         b. Discuss budget concerns related to menu-planning.
         c. Discuss the importance of color, texture, flavor, and form in menu planning.
         d. Describe the nutritional needs of children.
         e. Analyze your personal nutrition habits.
         f. Summarize nutritional needs of children with special diets.
         g. Describe the procedures for protecting the health of children when dietary restrictions are
         violated.
         h. Discuss the importance of nutritional patterns related to the social, cultural and emotional aspects
         of feeding and eating.
         i. Describe the procedures related to food safety.
         j. Describe a teacher's role in facilitating meals and snacks that provide for social and emotional
         development of children.
6.       Adhere to child abuse and neglect mandates.
         You will demonstrate your competence:
         6.a. in written or oral presentations
         6.b. individually or in small groups
         6.c. in the classroom or in simulated settings
         Performance will be satisfactory when you:
         6.a. articulate mandated reporter regulations for child abuse and neglect
         6.b. document all data pertinent to reporting requirements
         6.c. assess the dynamics of child abuse and neglect.
         6.d. differentiate between the types and indicators of child abuse and neglect.
         6.e. identify community resources for family intervention and support
         Learning Objectives
         a. Describe the risks and symptoms of shaken baby syndrome.
         b. Assess the dynamics of child abuse and neglect.
         c. Describe indicators of physical, sexual, and emotional abuse and neglect.
         d. Classify consequences of child abuse and neglect.
         e. List steps to document child abuse.
         f. Describe mandatory reporting requirements.
         g. List community resources for family intervention and support.
7.       Apply Sudden Infant Death Syndrome (SIDS) risk reduction strategies.
         You will demonstrate your competence:
         7.a. in written or oral presentations
         7.b. individually or in small groups




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          7.c. in the classroom or in simulated settings
          Performance will be satisfactory when you:
          7.a. demonstrate safe sleep positioning
          7.b. identify SIDS risk factors and prevention strategies
          7.c. pass SIDS reduction test with 100% accuracy.
          Learning Objectives
          a. Discuss risk factors related to SIDS.
          b. Describe methods to prevent SIDS.
          c. Identify resources for parents related to SIDS reduction.
          d. Describe family and cultural choices related to sleep positioning.
8.       Apply strategies to prevent the occurrence of Shaken Baby Syndrome (SBS).
          You will demonstrate your competence:
          8.a. by completing a class on SBS
          Performance will be satisfactory when you:
          8.a. successfully complete the WI state mandated SBS Training
          Learning Objectives
          a. Discuss risk factors related to SIDS.
          b. Describe methods to prevent SIDS.
          c. Identify resources for parents related to SIDS reduction.
          d. Describe family and cultural choices related to sleep positioning.
9.       Incorporate health, safety, and nutrition concepts into the children's curriculum.
          You will demonstrate your competence:
          9.a. in written or oral presentations
          9.b. individually or in small groups
          9.c. in the classroom or in simulated settings
          Your performance will be successful when you create a plan to guide children in developing:
          9.a. concepts, skills, and attitudes related to health
          9.b. concepts, skills, and attitudes related to safety
          9.c. healthy food habits
          Learning Objectives
          a. Describe the importance guiding children in developing concepts,skills, and attitudes related to
          health, safety and nutrition.
          b. Discuss the importance of planned curriculum related to health, safety and nutrition.
          c. Identify strategies to teach health, safety, and nutritional practices to children.
          d. Identify resources for teaching health, safety and nutrition to children.
          e. List safety concerns related to food-activities with children.
          f. Differentiate between appropriate and inappropriate nutritional activities for children.




file://C:\Documents and Settings\JMay\My Documents\WIDS\WizardReport.htm                             3/9/2010
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