COLLEGE: MissionSUBJECT (DISCIPLINE) NAME):Child Development 10COURSE NUMBER:10

Los Angeles Community College District

COURSE OUTLINE

(Replaces PNCR and Course Outline)

Section I: BasicCourse Information

OUTLINE STATUS:

1.COLLEGE:

2.SUBJECT (DISCIPLINE) NAME[1]):Child Development 10

(40 characters, no abbreviations

3.COURSE NUMBER: 10

4.COURSE TITLE: Health, Safety and Nutrition

5.UNITS: 3

6.CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:(limit of forty words)

Study of the laws, regulations, standards, policies, procedures and early childhood curriculum related to child health, safety and nutrition. The focus will be on planning and program development for all children. First Aid and CPR certificates will be earned.
  1. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:(limit of forty words, description must match the above)

Study of the laws, regulations, standards, policies, procedures and early childhood curriculum related to child health, safety and nutrition. The focus will be on planning and program development for all children. First Aid and CPR certificates will be earned.
  1. INITIALCOLLEGE APPROVAL DATE: 3/01
  1. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course
    outline that is on file in Academic Affairs:

Content/Objectives Course Title / Unit Value

Prerequisite / Corequisite / AdvisoryDistrictwide Course Attributes

Other (describe)Course Description

  1. CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks) / Total Hours per Term (hrs per week x 18) / Units
Lecture: / 3.00 / 54.00 / 3.00
Lab/activity (w/ homework): / 0 / 0.00
Lab/activity (w/o homework): / 0.00 / 0.00 / 0.00
Total: / 3.00 / 54.00 / 3.00

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

  1. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

.Prerequisites: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Corequisite: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend

.Advisories: (If Yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (official use only)
_eitherandorend
_eitherandorend
_eitherandorend
  1. REPETITIONS --Number of times course may be repeated for credit (three maximum): 0(see: Section V, #9)
  1. OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

Section II: Course Content and Objectives

  1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
1.Health, safety, and environmental risks in
children's programs.
Home/community environment
Program setting (indoor & outdoor)
2. Child Abuse
3. Accidents/Injuries
Toxins
Aspects of quality
Emergency & disaster preparedness
Transportation/car seat safety
Adults working conditions
4. Relationships between health and nutrition
Nutritional Guidelines
Nutritional issues
Growth
Bodily function
Food Safety
5. Nutritional needs of children at various ages
Planning meals
6. Strategies to maximize adult and child
physical and emotional health in children's
programs.
Averages, norms of growth
and development
Observations and daily appraisals
Developmental Screenings
Vision/Hearing, Motor
Health records (child & staff)
7. Communicable and chronic disease
Chronic conditions
Sleeping issues
Allergies
8. Oral and dental health
Emotional and mental health
Substance abuse
Special needs - Health Plans
Prevention and immunization
Discipline Techniques (School & Home)
9. Collaboration with families and health
Professionals.
Culture, family structure, language,
abilities.
Collaboration and referral process
Utilizing Community Resources
10. Legalities, standards, policies and
procedures related to health, safety and
nutrition
State of CA Licensing Regulations
Special Needs laws
Liability issues
Professional Organization Standards
Ethical issues
11. Program Policies and Procedures
Educational programming (staff & child)
Substitute teachers
12. Aspects of quality programs and environments
Staff training
Group size and ratio
Meeting the quality standards
13. Integration of health, safety, and
nutrition into other curriculum areas
14. First Aid and CPR / 6
3
3
3
3
3
6
3
3
3
3
3
3
9 / 1. Examine environmental health and safety risks for children in programs.
2. Differentiate the characteristics of abuse and demonstrate knowledge of mandated child abuse reporting procedures.
3. Compare and distinguish common health and safety issues in early childhood settings.
4. Distinguish relationships between health and
nutrition.
5. Analyze the nutritional needs of children at various ages and plan economical and nutritional meals and snacks based on the individual needs of children.
6. Compare and contrast various health assessment tools and policies.
7. Identify symptoms of common communicable diseases and other health conditions that affect young children.
8. Examine current health issues related to children and families.
9. Relate the value of collaboration with
families and health professionals.
10. Evaluate laws and regulations (e.g., Title 22,
Title 5, Fire Code) supporting health,
safety, and nutrition in children's programs.
11. Design effective strategies for evaluating health and safety policies and procedures.
12. Recognize a caregiver's role and responsibility to model good health, safety and nutrition habits.
13. Plan developmentally appropriate early childhood curriculum on the topics of health, safety, and nutrition for families and all children.
14. Demonstrate completion of California Certification in Ifant/Child CPR and First Aid.
Total Lecture hours* / 54
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class). / Hours per Topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total Lab hours*

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure
  1. REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

American Red Cross.California Child Care Health and Safety Training Program. 2002
American Red Cross, First Aid/CPR/AED for the Workplace, 2006
Healthy Young Children, Aronson, Susan 2002
Health, Safety, and Nutrition for the Young Child. Lynn Marotz, 2009
  1. SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Collection of Handouts, revised once a year.
Young Children's Magazines, Time & Newsweek Magazines, curriculum books to design lesson plans, and newspaper articles.
  1. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

-Research three current articles on health, safety and nutrition issues related to children and families.
Write a three page report on what you learned and your reaction to it.
-Create weekly menus for speicifc age groups emphasizing the nutritional standards for these age groups.
-Research on Diseases/Illnesses - Written report should describe the characteristics, symptons and implications for the child. Oral presentation.
-Plan Four Activity Plans on health, safety and nutrition for children.
  1. REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Students will visit a licensed facility that provides a program for groups of children. They will complete a checklist examining the health and safety of the facility and write thoughtful comments on each area. Prepare presentations on health and safety topics for children.
  1. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

In a group of 3 or 4, students will plan lessons for health, safety, or nutrition for children.
This should include four acitivty plans focusing on a specific goal (health, safety or nutrition).
For specific age group (toddler, preshool, primary, middle, or older elementary age students)
To include learning center activity-provided for class involvement and explain the purpose.
Reseach the topic, critical thinking skills andcollaboration.
  1. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Standardized Tests / Criterion Reference Tests
Observance Record of Student
Performance / Homework
Essays/Essay Test Midterm / Written Compositions
Laboratory Reports / Oral Presentations
Term Papers, Projects, Reports / Class Participation
Problem –solving Exercises / Skills Demonstrations
Final Exam
Other (specify):
  1. METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

Lecture

Discussion

Laboratory

Activity

Field Experience

Independent Study

Other (explain)

Collaborative Project-Students will work in groups of 3 or 4 to plan developmentally appropriate activities related to health, safety or nutrition for young children.
  1. SUPPLIES:

List the supplies the student must provide.

Required text, First Aid supplies, notebooks and pens.
  1. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Students will use computers to do all the assignments and the internet to do research.
  1. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy. Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.

Research - Students will use the internet to research common childhood dieseases/illnesses to prepare a written & oral presentation of the characteristics, signs & symptoms, treatment, how it spreads and implications.
  1. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

This course does not meet the diversity requirements.

13.SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems.

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.

14.LIBRARY/LEARNING RESOURCES – Complete 1 – 3 in consultation with College Librarian:

1.LIBRARY BOOK COLLECTION - Review the library book collection by searching the online catalog. Explain how the book collection supports or does not support the course. Consider age and subject content when determining the relevancy of the collection to the course content.
The Library has 12 titles relating to children and health. 9 of the titles were published within the last 8 years.
There are 45 titles relating to children and nutrition. 21 of the titles were published within 8 years.
In addition there were 23 titles relating to children and safety. Most of the titles were current.
It is adequate to meet the needs of the class.
2.PERIODICAL COLLECTION - Review the periodical collection by searching the periodical database. Explain how the periodical titles held by the college library and the full-text titles in the database are relevant or not relevant to the course content.
EBSCO host lists over 67 articles on the subject of child health, safety and nutrition. Many of these articles address the issues of the topics.
3.ADDITIONAL MATERIAL - List additional materials for the Library/LRC to purchase that would support the course content.
In addition, we use many relavant websites for students to do their research.
Journal of the National Association for the Education of Young Children
Exchange Magazine
Psychology today
Time, Newsweek Magazines and Newspapers.

15.STUDENT LEARNING OUTCOMES – Complete 1 – 3 in consultation with the SLO Coordinator:

Outcome - The student will:
(Describe the major outcomes that a successful student will gain from the class for use in his/her life. Use higher order Bloom’s taxonomy verbs.) /
  1. Students will identify and describe biological and environmental factors affecting children’s healthy growth and development.
  1. Students will demonstrate knowledge and skills of first aid procedures and Cardiovascular Resuscitation.
  1. Students will identify common childhood illnesses and protocols for recommended care in the instructional environment.

Assessment – as measured by the following method:
(Please indicate the criteria and rating scale by which the assessment will be evaluated.) / 1. Assess Environments/Construct Menus.
2. Written Examination and Demonstration.
  1. Compilation of directory of common illnesses/ Oral & Written Presentation on

ILO - which Institutional Learning Outcome(s)(ILO) does this SLO support?(See College Catalog p. 10.)
/ Information Competency – 1
Global Awareness - 7
Problem Solving - 3
Written and Oral Communication – 1

Section III: Relationship to College Programs