University of Rhode Island
Department of Human Development & Family Studies
HDF 208, Health and Wellness of the Young Child, Section, Semester and Year
Instructor: Julianna Golas
Office Location: Room 251 Providence Campus
Phone: (401) 277-5040
Email:
Office Hours: Monday and Wednesday 12-3 (or by appointment)
Class Day/Time:
Classroom:
General Education Category: A2: Social and Behavioral Sciences,
C3: Cultural Competencies
Course Description: This course will help prepare individuals working with young children to establish an environment that promotes a positive state of health and well-being so that children can thrive. The course will focus on planning safe environments, promoting physical activity, and establishing routines and positive experiences in the areas of health, safety, and nutrition.
Course Goals:
· Understand that physical and emotional wellness are a crucial component of healthy development
· Value opportunities to promote health and wellness within schools and communities
· Describe health disparities, including determinants of health, risk factors, and protective factors.
Course Objectives:
· Identify state and federal regulations related to children’s health and safety (WKC HSW 1; NAEYC 6a, b, and c).
· Apply knowledge from the family systems perspectiveto recognize how multicultural beliefs, and diverse communities can impact health and well-being (WKC FE1a, FE2a).
· Examine ways to support families with diverse backgrounds and needs and help them engage in healthy practices (WKC FE 1a and b, FE 2a and b; NAEYC 2a, b, and c).
· Describe the stages of both typical and atypical development in the domains of physical development, and social and emotional growth (WKC DL 1a and DL 2a; NAEYC 1a, b).
· Identify risk factors and risk reduction strategies associated with children’s physical and mental well- being (WKC HSW 2 and 3, FE 3a and b; NAEYC 1c).
· Design appropriate meal plans and practices that support healthy eating habits for young children with considerations for multicultural and special dietary concerns (WKC HSW 4; NAEYC 5a, b, and c).
· Apply knowledge of developmental stages to desgin appropriate early childhood curriculum that addresses the content of wellness, including personal health, mental health, safety, nutrition and physical activity (WKC C1a; NAEYC 5a, b; RIPTS 3, 4, 5, & 10).
· Evaluate children’s environments (both indoor and outdoor) for safety and propose modifications to optimize the environments to reduce risk and promote development (A1, A2. C2d, C4a).
Required Text
Sorte, J., Daeschel, I., & Amador, C. (2014). Nutrition, health, and safety for young
children: Promoting wellness. (2nd Ed.), Pearson Publishing.
Supplemental Readings
Carlson, F. M. (2011). Big body play: Why boisterous, vigorous, and very physical play is
essential to children’s’ development and learning. NAEYC.
Drawing from evidence-based practice and the latest research, this book explains the multitude of benefits of big body play for young children’s social-emotional, cognitive, and physical development. Also learn how to organize the physical environment, set rules and policies, and supervise the play.
Kalich, K., Arnold, L., & Russell, C. (2012). Early sprouts: Cultivating healthy food choices
in young children, a complete nutrition and gardening curriculum to help
preschoolers develop preferences for healthy food. Redleaf Press.
Early Sprouts is a research-based nutrition curriculum that encourages preschoolers to eat more vegetables by growing, harvesting, and preparing organically grown foods. The Early Sprouts Curriculum focuses on four major components: Organic gardening; Sensory exploration; Cooking and recipe development, and; Family Involvement.
Perry, B., & Szalavitz, M. (2007). The boy who was raised as a dog: What traumatized
children can teach us about loss, love, and healing. Basic Books.
What happens when a young brain is traumatized? How does terror, abuse, or disaster affect a child's mind--and how can that mind recover? Child psychiatrist Bruce Perry has helped children faced with unimaginable horror: genocide survivors, murder witnesses, kidnapped teenagers, and victims of family violence. InThe Boy Who Was Raised as a Dog, he tells their stories of trauma and transformation through the lens of science, revealing the brain's astonishing capacity for healing.
Class Conduct
- Class attendance and participation are expected! Attendance is considered an indicator of professional commitment and responsibility. If a student has more than three unexcused absences, the instructor will lower the students overall grade by 5 points. Students are responsible for obtaining all notes and handouts on days missed and any assignments due on a date that the student is absent, must be handed in via email.
- No extra credit projects will be accepted. Students are urged to devote their time and energy to fulfilling stated requirements.
- Students are expected to conduct themselves in a professional manner at all times. Disruptive or rude behavior is unacceptable and will not be tolerated. These behaviors include use of cell phones, i-pods, non-academic computer use; habitual tardiness or leaving early; and studying or completing other assignments during class. A demerit system will be used to deter students from engaging in these unprofessional and unscholarly behaviors. If a student engages in these unscholarly activities the student will be warned once in writing. Future infractions will result in minus 5 points off the final grade.
- All assignments should be typed, saved on a word processor, stapled, and use proper APA style. NO LATE ASSIGNMENTS WILL BE ACCEPTED!!! All assignments are due during the class period listed on the schedule, unless other arrangements have been made with the instructor in advance. Even when students make arrangements with the professor for an extension, points will be ducted from the overall grade for the inability to meet the assigned due date. Assignments must be handed in by email if the student is unable to attend class. In case of a University closing, all due assignments will be due on the following scheduled class.
- If you have any problems with the course material, please see the instructor for an appointment.
- Grades are not negotiable. Great amount of effort and objectivity is used during the grading process. If you are unhappy with the grade you earned, put your time and energy into improving the next assignment. There are no do-overs or extensions for poor quality work. If a student feels strongly about a grade, they may put their concerns in writing and submit it to the professor in a timely manner, so that full consideration can be given to their objection.
- Please consult the University policy on Academic Honesty. Academic integrity requires that you not take credit for work that you did not do. Breaches of academic integrity (including cheating, plagiarism and taking credit for the work of another). Any infraction regarding academic integrity will result in no credit being given on the assignment and possibly an F in the class. The University takes academic integrity very seriously. Please be sure to cite all your references in appropriate APA style. See the Purdue Owl Website for more information on intentional and unintentional acts of plagiarism and for support on citing references correctly https://owl.english.purdue.edu/owl/resource/589/01/
- Any student with a documented disability is welcome to contact me early in the semester so that we can work out reasonable accommodations to support your success in this course. You should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union 874-2098.
Assignments and Grading:
There are several assignments for this class. Most of the details are included here; however, all assignments will also be discussed in class, which will include tips and in-depth expectations.
Points for Assignments and Tests:
1. Energizer (in class) 10 points ≈ 5%
2. Nutrition plan (in class) 10 points ≈ 5%
3. Health & Wellness Newsletter 30 points ≈ 10%
4. Diverse Ability Assignment 30 points ≈ 10%
5. Playground Assessment 30 points ≈ 10%
6. Midterm 100 points ≈ 30%
7. Final 100 points ≈ 30%
Total 310 points
How final grades will be determined:
A 93-100%A- 90-92% / B+ 87-89%
B 83-86%
B- 80-82% / C+ 77-79%
C 73-76%
C- 70-72% / D+ 67-69%
D 60-66%
F 59% and below
Assignments:
Energizer In-class Assignment (10 points)
With-in small groups during class students will design two energizers (quick, fun physical activities to engage a group when they start off their day or when they need a break). The energizers will be appropriate for early childhood students and will include accommodations for children with exceptionalities. Students will submit a description of each energizer and include a brief review of the literature, referencing how movement can impact development. At least 2 references to research should be included. Students will be responsible for leading the class in one of their chosen energizers.
Nutrition Plan In- class Assignment (10 points)
With-in small groups during class students will plan a week of snacks for pre-school through school aged children. Students must adhere to US government health standards; be sensitive to food allergies; provide a variety of choices to accommodate special dietary needs, and; include choices that reflect a variety of diverse cultures and tastes.
Health and Wellness Newsletter for Families (30 points)
Students will be required to write a 2-3 page newsletter including text, pictures, and references. Using the Microsoft Word format for a Newsletter (or similar program), students will target a particular age group and create a newsletter to parents that promote healthy lifestyle choices. The text should be broken down into sub-headings and include pictures or graphics that are related to the topic. The newsletter must also include an APA style reference list for all citations made within the text.
Text
· Select a topic related to healthy lifestyle choices for young children (Examples: importance of physical activity, healthy snacks, importance of breakfast, staying healthy during cold and flu season, oral hygiene, good sleep routines).
· Define your key variables and state why your topic is important for young children and families. The newsletter should also consider diverse populations, including dual language parents, and parents with “exceptional children”.
· Provide reference to research. What does the research tell us about your topic?
· Provide the reader with recommendations for practice. What things can the parent do to help support healthy habits with their child? Include multiple approaches to reach across cultures and differentiated learners.
· Recommended reading list: Provide parents with a list of at least 2 additional readings that they could find to help them learn more about the topic being addressed. Each recommended reading should include bibliographical references as well as a brief description of what is covered in the reading.
· Recommend children’s books: Students should also include a small section on recommended reading for children. Find a children’s book related to the topic of interest and include an annotated bibliography in the newsletter.
Pictures:
· At least one picture related to your topic should be included in the newsletter. There should be some connection with the chosen picture and the text.
· A second picture or a special, highlighted quote should also be included.
References:
· An APA Style list of references should be included at the end of the newsletter
Students will be graded most heavily on the content of their newsletter, as well as their use of graphics and presentation quality.
Diverse Ability Assignment (30 points)
Each member of the class will be assigned a childhood disability. In a 3-4 page, paper you will be required to do the following:
Research the Disability: Define the disability or disorder. Talk about the known origins of the disability, as well as prognosis.
Symptoms or Signs: Discuss any symptoms or red flag behaviors that might lead to a diagnosis of this disability
Resources and Parental Support: Find resources or helpful information that could be given to parents when their child is diagnosed.
Intervention: What is the recommended intervention and out of school care, assistance, or therapy a child with this diagnosis can receive (Occupational therapy, speech and language classes, etc.)
Classroom Accommodations: How would activities or the environment need to be accommodated to meet the needs of the child in a classroom. Discuss environmental changes (UDL), lesson plan ideas to meet the child’s special needs, and emotional and social supports.
Playground Assessment Assignment (30 points)
Students will use the Playground Assessment Instrument (posted on Sakai) to assess the quality and safety of two community playgrounds (one urban playground and one playground in a rural or suburban environment). The Playground Assessment Report will include the following:
· Provide a description of both play spaces and compare and contrast each of the environments. Include a discussion on how the playgrounds are each meeting the diverse needs of the surrounding population.
· Address safety concerns in each playground and make recommendations to amend safety breaches.
· Provide recommendations for improving the overall quality of each playground environment to promote motor development and social learning skills for children of multiple age ranges
Week / Topic / Readings / Assignments1 / Introduction to class &
Your Role in Children’s Wellness
· Defining factors that influence children’s wellness
· Partnering with families and communities / Sorte Chap 1
2 / Foundations of Optimal Nutrition
· Understanding how nutrition and malnutrition affect the child
· Using recommended Government guide lines
· Understanding the Science of nutrition / Sorte Chaps 2 & 3
3 / Nutritional Needs of children birth – age 8
· Exploring the link between nurture and nutrients for infants
· Defining the nutritional needs of children birth – age 8
· Establishing nutritional goals and menu planning
· Understanding food safety regulations / Sorte Chaps 4 and 5 / Urban Farm Initiative Presenter
Neo-natal Nurse Presenter
4 / Menu planning and Food Safety
· Understanding the requirements of menu planning (FDA and govt. regulations)
· Creating menus that support alternative or special diets
· Identifying federal and state food safety regulations
· Preventing food contamination and proper handling of food / Sorte Chaps 6 and 7
Kalich, K., Arnold, L., & Russell, C. (2012). Early Sprouts pp 1-45 / In-class Assignment Menu planning
5 / Health & Wellness in the Early Childhood Years
· Understanding children’s health in the context of Environments
· Identify resources for Health Policy development
· Recognizing ways to promote health in diverse populations
· Preventing and controlling infectious disease / Sorte Chap 8 & 10 / Newsletter Assignment
6 / Promoting Health for Children with Exceptionalities
Health Screenings and Assessment
· Define special health care needs
· Obtaining and conducting health evaluations on children
· Planning inclusive classroom / Sorte Chap 9 & 11 / Diverse Ability Assignment
7 / Children’s Mental Health
· Understanding mental health
· Promoting Social and Emotional Well being
· Addressing challenges to children’s mental health / Sorte Chap 12
Perry, B., & Szalavitz, M. (2007). The boy who was raised as a dog
8 / Midterm
9 / Big Body Play / Carlson, F. M. (2011). Big body play Chap 1 & 2 / Energizer In-class assignment
10 / Planning Physical Activities
Music and Movement in the Classroom / Carlson, F. M. (2011). Big body play Chap 3
11 / Enhancing Safety through Appropriate Environments
· Using regulations to improve safety
· Establishing safe indoor and outdoor environments / Sorte Chap 13 / Playground Assessment Assignment
12 / Child Abuse and Neglect
· Identifying and reporting child maltreatment / Sorte Chap 16
13 / Promoting Safe Practices & Responding to Emergencies
· Developing safe classroom routines
· Administering first aid
· Steps to manage disasters / Sorte Chaps 14 & 15 / Nursing Grad Student Presentation on First aid and CPR
SUMMARY OF MAJOR TOPICS