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COLLINCOLLEGE
SYLLABUS Fall2011
Course Number: TECA 1318 P-70
Course Title: Wellness of the Young Child
Course Credit Hours: Lecture Hours: 3 Lab Hours: 1
Course Delivery Method: Lecture, Lab, Student Projects, Group Discussion,
Guest Speakers, Instructional Demonstrations, Video
Tape Presentations, Checklists and Forms
Instructor’s Name: Susy A Mathews
Office Hours: By appointment. Will wait after class
Contact Information: 972-881-5945
Email:.
In case of emergencies, contact Social and Behavioral Science Division at 972-881-5800.
Textbooks:
Martoz, L., Cross, M., and Rush, J. Health, Safety and Nutrition for the Young Child.
7th edition. U.S.A. Delmar. 2001.
American Heart Association. Basic Life Support Heartsaver Guide. American Heart
Association. 1997. (optional)
Collin County Child Development Lab Manual (Can be purchased from bookstore)
Minimum Standards for Child Care Centers (Bookstore or can bedownloaded from from:
Supplies: As required by Instructor.
Course Description: A study of the factors that impact the well-being of the young child including healthy behavior, food, nutrition, fitness, and safety practices. Focus on local and national standards and legal implications of relevant policies and regulations.
Lab Instructor: Glenda Strange E-mail: Phone: 972-881-5944 Mrs. Strange is responsible for lab issues.
Class Meeting Times:
Type / Time / Days / Where / DateRange / Schedule Type / InstructorsClass / 7:00 pm - 9:45 pm / R / Preston Ridge Campus U143 / Aug 22, 2011 - Dec 11, 2011 / Lecture / Susy A. Mathews (P)
Course Learning Outcomes:
The student will be able to:
1. Describe the basic principles of healthy behavior that influence health promotion and disease prevention for young children.
a. The student will describe the relationships between personal health behaviors and individual well-being in young children
b. The student will identify indicators of mental, emotional, social and physical health during childhood
c. The student will describe how the family influences a child’s health
d. The student will describe how physical, social, and emotional environments influence a child’s well being
e. The student will describe factors in the local community affecting the well being of children and families
f. Describe symptoms of common childhood health concerns and diseases, communicability, prevention and reporting requirements as they relate to young children
g. Observe health appraisals of children in early childhood settings including child care and public school.
h. Work cooperatively with colleagues and parents to meet individual/special health- needs of children
This outcome meets the following NAEYC Standards: Standard 1: Promoting child development and learning
2. Describe universal health precautions.
a. List circumstances requiring the use of universal health precautions
b. Demonstrate appropriate use of universal health precautions in early childhoodsettings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 2: Building family and community relationships
Standard 4: Teaching and learning
3. Describe legal implications regarding health.
a. Identify agencies with legal or regulatory authority over children’s health issues
b. Identify city, county, state and federal health regulations which apply to early childhood settings.
c. Identify state and local health guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 4: Teaching and learning
Standard 5: Becoming a professional
4. Analyze environmental and personal hygiene.
a. Describe hygiene principles
b. Practice daily environmental and personal hygiene routines with young children
c. Provide young children with opportunities to learn about and apply personal health practices
d. Practice communicable disease control functions in early childhood settings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
5. Analyze principles of nutrition.
a. Describe the role of carbohydrates, proteins, fats, water, vitamins, and minerals in children’s health
b. Describe the Food Guide Pyramid and its application to children’s needs
c. Identify criteria for developmentally appropriate feeding practices with children,
0-12 months;2 months-2 years; 3-5 years; 6-12 years
d. Discuss nutritional needs of children including special dietary or cultural considerations
e. Describe specific methods that are used for planning nutritious meals and snacks for young children through elementary school
f. Describe how nutritional factors may affect children in one or more developmental domains and the implications for the classroom teacher
g. Plan and implement nutrition education activities with children
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and families
Standard 4: Teaching and learning
6. Evaluate nutrition assessment.
a. Discuss the relationship between nutrition and children’s health and well being
b. Evaluate menu plans in early childhood settings for nutrients, inclusion of cultural foods, use of food guide pyramid and amounts of foods needed for various ages
c. Observe and analyze meal/snack times for children ages 0-12 month; 12 months-2 years; 3-5 years; 6-12 years
d. Plan varied, nutritionally balanced diets for young children
e. Propose modifications for special dietary needs
f. Participate in meal/snack times with children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years
g. Prepare appropriate nutrition information for families
h. Share appropriate nutrition information with families of children ages 0-12 months;12 months-2 years; 3-5 years; 6-12 years
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and families
Standard 4: Teaching and learning
7. Examine regulatory requirements for nutrition.
a. Identify city, county, state and federal nutritional regulations which apply to early childhood settings
b. Identify state and local nutritional guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 4: Teaching and learning
Standard 5: Becoming a professional
8. Describe the importance of physical fitness.
a. Discuss the relationship of health education and physical activity for young children based on current literature.
b. Describe appropriate practices in developing, planning, teaching and assessing physical activities for young children
c. Prepare appropriate physical activities (movement concepts and motor skills including dance and rhythmic experiences, educational gymnastics, games, fine and gross motor activities as well as individual expression) for young children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years
d. Identify state and local physical education guidelines affecting early childhood settings
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
9. Describe principles of safety as they relate to young children.
a. List safety principles as they apply to children ages 0-12 months; 12 months-2 years; 3-5 years; 6-12 years
b. Apply safety principles when working with children
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
10. Evaluate regulations regarding child safety.
a. Identify organizations and agencies with safety regulations affecting safety in early childhood settings
b. Compare safety guidelines and regulations
c. Evaluate early childhood settings for compliance with safety regulations and guidelines
d. Identify and describe reporting procedure when unsafe conditions exist
e. Apply regulations and guidelines which ensure the safety of children in care
f. Describe ethical and legal responsibilities for child safety
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
11. Evaluate safety procedures.
a. Explain the relationship between supervision and accident prevention
b. Demonstrate safety procedures and practices in early childhood settings including specific situations related to various age groups. (e.g. transportation, field trips, evacuation procedures, etc.)
c. Demonstrate appropriate use of first aid procedures in early childhood settings
d. Provide young children with opportunities to learn about and apply safety practices
e. Evaluate procedures, necessary for the safety of children of various ages and special needs
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 4: Teaching and learning
Standard 5: Becoming a professional
12. Evaluate children’s environments for safety.
a. Describe most common causes and types of unintentional injuries to children and ways of preventing such injuries
b. Describe ways to structure space and time to create safe, developmentally appropriate indoor and outdoor learning environments for children, including those with special needs
c. Evaluate indoor and outdoor early childhood environments for safety
This outcome meets the following NAEYC Standards:
Standard 1: Promoting child development and learning
Standard 3: Observing, documenting, and assessing to support young children and families
Standard 4: Teaching and learning
13. Demonstrate skills in computation, record keeping, referrals and resources as they apply to health, nutrition, fitness and safety practices.
a. Identify community resources for specific types of referrals related to health, nutrition, fitness and safety
b. Complete health, nutrition, fitness and safety records/reports as required in various early childhood settings
c. Use computation skills in menu analysis and planning
This outcome meets the following NAEYC Standards:
Standard 5: Becoming a professional
The assessments of this course meets the following NAEYC - The Supportive Skills
Supportive Skill 1: Self-assessment and self-advocacy
Supportive Skill 2: Mastering and applying foundational concepts from general education
Supportive Skill 3: Written and verbal communications skills
Supportive Skill 4: Making connections between prior knowledge/experience and new learning
Supportive Skill 5: Identifying and using professional resources
Policies
*Paper Formats and Computer Programs* All assignments and papers must be double spaced, in 12 point font for regular text, and with one-inch margins (unless they are brochures or Powerpoints).
Student Expectations: Attendance/Involvement/Netiquette The key to success in online courses is to work steadily and not wait until the last minute to become involved. There is flexibility in this course in finishing early, but not in finishing late! Waiting and trying to do all or most of your work the last week or two will result in alowered or failing grade. It is not fair to make allowances for those who wait until the end of the semester to tell me of problems they have had.
Etiquette, Netiquette, Respect and Professional Conduct: You are in courses that prepare you to be a teacher and a role model for children. You are therefore expected to conduct yourself professionally. Respect is the cornerstone of working with children. You are expected to act and dress in a professional manner when doing your service learning. You are also expected to be polite in e-mail and discussions with your professor and other students.
Course Withdrawal Policy: Students are responsible for officially withdrawing themselves from the course; failure to do so will result in a performance grade of "F". As stated in the CCCCD catalog, “a course in which a grade (including W) has been received can be repeated only one time to replace the grade”. Last Day to Withdraw with a grade of “W”isOctober 14, 2011. Repeat Policy: As stated in the CCCCD catalog, "a course in which a grade (including W) has been received can be repeated only one time to replace the grade". You must drop by the census date, September 6, 2011in order for it not to count as one of your opportunities to take the course.
Possible Changes to Syllabus or Course: This syllabus is intended to be a set of guidelines for this course. CollinCollege and I reserve the right to make modifications in content, schedule, and requirements as necessary to promote the most effective learning possible within the prevailing conditions affecting the course. Changes will be announced if they are to be made. Changes will only be made in an effort to improve the course and allow students to be more successful.
ADA Statement: It is the policy of CollinCountyCommunity College to provide reasonable accommodations for qualified individuals who are students with disabilities. This College will adhere to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student’s responsibility to contact the ACCESS office, SCC-G200 or 972.881.5898 (V/TTD: 972.881.5950) in a timely manner to arrange for appropriate accommodations.
Academic Ethics: The College District may initiate disciplinary proceedings against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work material that is not one’s own. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher’s editions, and/or falsifying academic records.
Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else’s work for the assignments as if it were one’s own, or any other dishonest means of attempting to fulfill the requirements of a course.
Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to, providing a paper or project to another student; providing an inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.
Course Requirements:
Read assigned material
Participate in class discussions/activities
Complete lab component
Complete assignments on time
Prepare for and complete tests
Course Format:
Group projects
Classroom discussions
Media demonstrations and lectures
Interactive, experiential
Lab
Method of Evaluation:
Evaluation of each student’s progress will be the joint responsibility of the student and professor.
Grades will be determined in the following manner:
Labs Projects* 300
Lab hour sheet and end of semester lab participation evaluation 200
Midterm and Final200
*CPR Certification/First Aid100
Class Participation/Discussions 100
Group Project100
TOTAL 1000 Points
900-1000 = A
800-899 = B
700-799 = C
650-700 = D
Under 650 = F
CPR/First Aid Requirement
You will need to find a place where you can be CPR. Programs are offered through the Red Cross, American Heart Association, and we will offer one opportunity here at CollinCounty (we teach it and it is free) toward the end of the semester. It is YOUR responsibility to find someone to certify you. IT IS A REQUIREMENT! You cannot pass this course without yourcertification. If you have already received a certification that is still valid, you can send me a copy. When you have your certification you can fax it to me or you can take a picture of it and send it digitally to your instructor.
Labs
There are lab assignments for this course that can be done at the Spring Creek Campus. We provide a required orientation with a variety of times and dates.
You MUST attend one and there you will be able to turn in lab forms, we will provide opportunities for you to be TB tested and you can sign up for labs. You MUST bring your labmanual which you buy before you come with you. You only fill out one set of forms per semester and all are turned in at the lab school. You must arrange a regular schedule with the lab school when you want to observe. If, for some reason, you are not located near campus to attend the orientations, you MUST contact our lab instructor, Glenda Strange right away BEFORE them. Everyone regardless of where they do their lab must complete a student information form and get a TB test (or have a current one). The labs require 16 hours of direct observation/participation. You must complete all 16 to pass the course. You will complete a lab hour sheet which will be signed by the lab teacher every time you go to the lab. If you do not get it signed while you are there, you will have to repeat the hour. If you lose your sheet you will have to redo that time, so be sure you make copies from time to time.
Lab Projects:
Lab Project 1: Health or Safety Activity (100 points)
Project Description: This project relates to Syllabi Student Learning Outcomes 1 a and 4 a-c and Sub-Standard 4d.
Develop a game or activity for an age group (infants, toddlers, preschool or school-age) that will teach safety or health. You must state what you age group is. The game MUST be developmentally appropriate (see the Bredekamp and Copple text, Developmentally Appropriate Practice.) It can be a board game, a finger-play, song, puppet show, story (you must write it), music and movement activity or another appropriate activity to teach this concept. The activity will be demonstrated and evaluated in class with your peers as well as with a classroom of children. YOU MUST USE THE ACTIVITY FORM AND HAVE IT SIGNED BY THETEACHER BEFORE YOU DO IT AND THEN SIGNED AND FILLED OUT BY THEMAFTER.
A. The name of the activity.
B. Objectives indicating the outcomes of the activity as related to specific hygiene principles. (For example, in this activity each child will demonstrate appropriate hand-washing.)
C. A list of all materials needed to conduct the activity.
D. The amount of time needed for the activity.
E. Steps involved in conducting the activity.
F. A minimum of 3 books related to this topic that would be age appropriate for the children and has been published in the last ten years.
G. List 2 follow-up activities you can do to reinforce the concepts with the children.