ECED 125 Health, Safety And Nutrition

ECED 125 Health, Safety and Nutrition Department of Curriculum and Instruction, College of Education New Mexico State University 2 credits O’Donnell Hall, Room 242 2:30 – 3:20 Monday & Wednesday Fall, 2010

Instructor: Dr. Susan Brown Office: O’Donnell Hall, Room 134 Office Hours: M & W 3:20-4:00 and by appointment M-F Telephone Number: Office: 646-1397; Home: 522-1905 e-mail: [email protected]

Course Description:

This course provides information related to standards and practices that promote children’s physical and mental well-being, sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for the prevention of childhood illnesses and communicable diseases. The course examines the many nutritional factors that are important for children’s total development, health eating habits, physical activity, and rest. Students gain knowledge necessary for creating safe learning environments for decreasing risk and preventing childhood injury.

Course objectives:

This course is part of the required program of studies for the Bachelor of Science degree in Early Childhood Education. The following objectives are taken from the New Mexico State Department of Education’s Common Core Competencies for early childhood professionals (see Common Core Content manual). Upon completion of this course, students will be able to demonstrate the following competencies at the established level of proficiency:

 Recognize and respond to each child’s physical health, emotional well-being, nutritional and safety needs. (II.A)  Appropriately plan, maintain, and facilitate the use of the indoor and outdoor learning environments to promote each child’s physical and emotional well-being. (II.B)  Use appropriate health appraisal and management procedures and make referrals when necessary. (II.C)  Recognize signs of emotional distress, child abuse, and neglect in young children and use procedures appropriate to the situation, such as initiating discussions with families, referring to appropriate professionals, and, in cases of suspected abuse or neglect, reporting to designated authorities. (II.D)  Establish an environment that provides opportunities and reinforcement for children’s practice of healthy behaviors that promote appropriate nutrition and physical and psychological well-being. (II.E)  Provide a consistent daily schedule for rest/sleep, as developmentally appropriate. (II.F)  Implement health care and educational activities for children and families based on health and nutritional information that are responsive to diverse cultures. (II.G)  Assist young children and their families, as individually appropriate, in developing decision-making and interpersonal skills that enable them to make healthy choices and establish health-promoting behaviors. (II-H)

The following objectives are taken from the International Society for Technology in Education, National Educational Technology Standards for Teachers. Upon completion of this course, students will be able to demonstrate the following competencies:

1. Promote safe and healthy use of technological resources 2. Use technology to support learner-centered strategies that address the diverse needs of students. Required Readings:  Safety, Nutrition, and Health In Early Education by Cathie Robertson (4th edition)  Articles that are listed on the class schedule

Policies: 1. Students enrolled in this course are expected to conduct themselves as adults and take responsibility for their own learning. If you choose not to complete the assignments you will receive the grade that you have earned according to what you have submitted.

2. Financial Aid Notice: You must attend classes to receive financial aid. If you stop attending or drop any course(s), you may be required to repay all or part of the financial aid received.

3. Students are expected to read the text. You will not be able to complete and pass this course without the required text book.

4. Students are expected to participate in all classroom activities.

5. Withdrawal Policy: When you withdraw from a course, a “W” grade will be assigned if you withdraw before the last day to withdraw date designated by the University each semester (see Important Dates to Remember). If you are asked to withdraw or if you decide on your own to drop the course, you are responsible for initiating the withdrawal process. Students who fail to formally withdraw may receive failing grades, in addition to being liable for all tuition and fees.

6. Late work –Please turn in all work on or before the due date. If there are extenuating circumstances related to absences and late work, please discuss these with me. Each situation will be decided on a case-by-case basis.

7. CELL PHONE USAGE DURING CLASS For one hour, a student should be able to not answer his/her cell phone or text. If there is an emergency situation, please inform Dr. Brown.

8. Absences: Students are allowed two absences without penalty per semester. After that your grade will drop a letter grade for each absence unless you talk with Dr. Brown about the circumstances of your absences. I do understand that emergencies do occur.

9. Academic Integrity - All work that is submitted in this course should be your own; `violation of the NMSU rule against plagiarism or collusion will cause you to receive a failing grade for the course. Plagiarism is appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the acknowledged submission or incorporation of it in one’s own work. Collusion is the unauthorized collaboration with another person or persons in preparing written work for fulfillment of course work. All students are expected to regard themselves as responsible citizens on campus and in the community. Policies and procedures concerning “Student Code of Conduct” including plagiarism and academic misconduct are printed in the current NMSU Student Handbook. All academic and non-academic misconduct will be reported and dealt with in accordance with the NMSU Student Code of Conduct.

8. Students with Disabilities. If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Disabled Student Programs located at Garcia Annex (646-1921). Appropriate accommodations by them can be provided for you. If you have general questions about the Americans Disabilities Act (ADA), call the ADA Coordinator at 646-7795.

9. Emergency Alert System (EAS) messages can be found at: http//safety.nmsu.edu/emergency.htm (For inclement weather notices or handling of other emergencies). TENTATIVE CLASS SCHEDULE*** Week One: 8/23 Title Textbook Chapter Course introduction, syllabus, getting to know one another; Main goals of early childhood educators

Article: “Health and Safety in the Early Childhood Classroom: guidelines for curriculum development” by D. Bales, C. Wallinga, and M. Coleman Week Two: 8/30 Creating Safe ECEE Chapter Two Assignment: Take 3 photos or describe 3 unsafe, unhealthy, non-nutritious activities and 3 safe, healthy, nutritious activities you witness at NMSU. Please print to share with the class. Due September 1, 2010.

Articles: “The Fear of Play”by J. Almon “Federal Interagency Forum on child and Family”

In class: With a partner, compose a letter to your parents to inform them about the safety aspects of your classroom.

Week Three: 9/08 Indoor Safety Chapter Three Assignment: In class, create an ideal indoor early childhood center with clipart, magazine pictures, drawings, etc…

Articles: “Bulding Resilience to Tauma: Creating a Safe and Supportive Early Childhood Classrom”by I. Berson & J. Baggerly. “Picture Books: Can They Help Caregivers Create an Illusion of Safety” by A. McNamee & M. Mercurio.

Week Four: 9/13 Outdoor Safety Chapter Four Assignment: With a partner, visit a day care center and observe the safety measures in place for your assigned group in the outdoor area of the center. Take notes to share with the class (anonymous notes) Due: September 15, 2010. OR: Create an ideal outdoor center with drawings, photographs, clipart, etc…

Week Five: 9/20 Emergency Response Chapter Five Assignment: With a partner, choose a topic to research that relates to safety, nutrition, or health in early childhood education.

Articles: “Safety in the Classroom: How to Communicate Policies that Ensure Children’s Health and Safety” by S. Wilford

Week Six: 9/27 Basic Nutrition Chapter Six Assignment: In class, design a chart (clip art, pictures from magazines, etc.) for the classroom illustrating good nutritional health. Each group will be assigned a food group to teach the class about examples in that group, importance of that group, servings necessary, etc…

Week Seven: 10/04 Protecting and Providing Chapters Seven and Eight Good Nutrition in ECEE Article: “Finding Your Way Back to healthy Eating” by A. Azzam

Week Eight: 10/11 Menu planning and good Chapter Nine safety in ECEE Assignment: Prepare one week of nutritious meals for you and one week for an early childhood child.

Article:: Making a Difference in Early Childhood Obesity by D. Huber Week Nine: 10/18 Promoting Good Health Chapter Ten

Articles: “Keeping Fit—In Body and Mind!”By M. Rivkin “Setting the Stage for Lifetime Physical Activity in Early Childhood” by H. Schneider and M. Lounsbery

Week Ten: 10/25 Tools for Promoting Chapter Eleven Health Assignment: In pairs & in class, create a brochure for parents which will include a health checklist and guidelines for keeping children healthy.

Article: “ Integration” by B. Kalyn Week Eleven: 11/01 Prevention of Illness Chapter Twelve Assignment: With a small group, in class, create a song, rap, dance, sculpture, etc. to promote a specific healthy activity. Week Twelve: 11/08 Supportive Health Care Chapter Thirteen Article: “Safety Activities” in Early Childhood Today Week Thirteen: 11/15 Time for research with Many resources your partner Thanksgiving Week – No classes Week Fourteen: 11/29 Child Maltreatment Chapter Fourteen and Special Needs Fifteen Article: “Building Language Through Conflict Resolution:….” by E. Church Week Fifteen: 12/06 Exam week Assignment: Present a ten minute summary of your research topic.

***Please note that this schedule may be altered as the students and instructor decide to investigate new avenues in the world of health, safety, and nutrition in early childhood education. Of course, any changes will be shared with all class members. Grading: All individual assignments will be graded according to the following rubric:

Content Organization/Style Creating an Engaging Documentation & Assignment Direction-following Has the student Is the assignment Are activities/writing Are requirements for researched his/her logically organized? engaging? the assignment (see topic or completed Do ideas flow well? Are visual aids/power bullets) met? the assignment Does the thesis point presentations thoroughly? Does statement (when well executed? Is the bibliography the student present) guide the If the “audience” of complete and in APA demonstrate a entire assignment? your presentation is style, if appropriate? depth of Does the student use young children, are understanding of standard punctuation, activities age- the topic? grammar and spelling? appropriate? Does the student Are multiple reference key intelligences, when concepts and use called for in the them assignment, on display? appropriately? 40 = fabulous 20 = fabulous 20 = fabulous 20 = fabulous 32 = admirable 16 = admirable 16 = admirable 16 = admirable 24 = good 12 = good 12 = good 12 = good 16 = adequate 8 = adequate 8 = adequate 8 = adequate 8 = needs 4 = needs 4 = needs improvement 4 = needs improvement improvement improvement

Math time: Total possible points on the rubric is 100. Consider this a percentage.

To figure out how many points one would receive on any given assignment, multiply the percentage received on the rubric times the number of points each assignment is worth. (See right column on class schedule table).

For example, let us imagine you received a total of 85 points on the rubric. The assignment is worth 20 points. 20 x .85 = 17 points.

Grading Scale for the course: 90 – 100% = A 80 – 89% = B 70 – 79% = C 60-- 69% = D Below 60% = F