| CODE | HPN1002 | |||||||||
| TITLE | Health and Well-being for Pre-schoolers | |||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Health, Physical Education and Consumer Studies | |||||||||
| DESCRIPTION | This study-unit will challenge students to plan health and wellbeing learning activities targeting pre-schoolers through the use of innovative teaching and learning pedagogies for example thematic and constructivist approaches. Students will experience how such approaches can be effectively applied to the diverse themes within the curriculum and are highly suited to meet the needs of the 21st century learner. Students will also take an active role in the study-unit. Through conducting research and projects regarding various health topics in relation to pre-schoolers, the students will reflect on how they will be ensuring or contributing to the wellbeing of the young children in their care, as well as tackling particular themes to encourage adoption and practise of positive behaviour choices. Particular attention will be given to practical interventions focusing on healthy, sustainable food choice and production. Basic healthy snack preparation, together with safety and hygiene procedures will be tackled. Furthermore, students will explore how to link themes through projects related to food, traditions, culture and religion. Students will also participate in visits such as to schools to critically assess potential for learning and best practises. Study-unit Aims: This study-unit aims to equip students with the knowledge, understanding and skills to create classroom settings and implement teaching and learning pedagogies which promote young children’s health and wellbeing. It also aims to train students to maximise learning through constructivist approaches, providing multi-sensory practical experiences to young children in their care and encouraging these children to dialogue among themselves, to experience one another’s perspective and to build a group understanding of a particular theme. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Outline various pedagogies and technologies useful in developing an enriching learning environment focusing on health and wellbeing; • Obtain, interpret and understand basic information in relation to pre-schoolers’ health; • Demonstrate knowledge and understanding of the environment and the circumstances and conditions fostering or hindering positive behaviour choices; • Understand preventive physical health measures, including proper diet, physical activity and safe and hygienic choices. 2. Skills: By the end of the study-unit the student will be able to: • Plan learning environments and activities that exemplify constructivist teaching and learning approaches which promote health and wellbeing; • Implement practical intervention sessions addressing both the theoretical and the practical components in the promotion of positive health behaviour choices; • Develop opportunities for pre-schoolers to practise critical thinking, problem-solving, communication, collaboration, creativity and innovation skills; • Review and create innovative tools using ICT which can be used during the health-related teaching and learning processes. Main Text/s and any supplementary readings: MAIN TEXTS: - Forbes, S., Blake, L., Hill. K. (2009). Children's care, learning & development : NVQ/SVQ level 4. Heinemann - Green, S. (2007). Children's care, learning & development. (2nd ed.). Nelson. - Minett, PM. (2010) Child care & development. Hodder Education. - Sheloy, SP (Ed) & American Academy of Pediatrics. (2009). Caring for your baby and young child : Birth to age 5 (5th ed). Bantam. - Pantell, RH., Vickery, DM, Fries, JF. (2009). Taking care of your child : A parent's illustrated guide to complete medical care (8th ed.). Da Capo/Life Long. - Collier, F. & Goode, B. (2015) Health & social care diploma : Level 2. Hodder Education. - Ferreiro Peteiro, M. (2015). Health & social care diploma : Level 2: Unit SHC 21: introduction to communication in health, social care or children's and young people's settings : Assessment workbook. Hodder Education. - Ministry for Education. (2012). National Curriculum Framework for All. Retrieved from https://curriculum.gov.mt/en/Resources/The-NCF/Documents/NCF.pdf - Ministry for Education & Employment. (2015). A Whole School Approach to a Healthy Lifestyle: Healthy Eating and Physical Activity Policy. Retrieved from https://education.gov.mt/en/resources/News/Documents/Healthy%20Eating%20and%20Physical%20Activity%20Policy.pdf - Ministry for Education, Youth and Employment. (2007). Healthy Eating Lifestyle Plan. Retrieved from http://education.gov.mt/en/resources/documents/teachers%20resources/help.pdf - MacLeod, I., Brudenell, I., Cortvriend, V., Kay, J., Hallet, E. & Walkup-Taylor, V. (2008). Advanced early years care and education (for NVQ 4 and Foundation Degrees). Heinemann. - Morris, C. & Ferreiro Peteiro, M. (2015) Health & social care diploma : Level 3. Hodder Education. - Piscopo, S. (2001). Stories from Foodland. Malta: PEG. - Piscopo, S. (2011). Stejjer minn Ikelandja. Malta: BDL. - Sollars, V. (2006). Early childhood education and care: a national policy. Youth and Employment Malta. Ministry of Education. - UNESCO. (2006). Strong foundations: early childhood care and education, Education for all)(EFA global monitoring report. UNESCO. - Wardely, B. & More, J. (2004). Big book of recipes for babies, toddlers & children: 365 quick, easy and healthy dishes: from first foods to starting school. Duncan Baird. - RESOURCE PACK – YEAR II - Piscopo, S., Piscopo M. & British Nutrition Foundation. (2012). Nieklu bil-Għaqal ma’ Fonzu. Malta: Author. SUPPLEMENTARY TEXTS: - Aronson, S. & Shope, T. (Eds) (2008) Managing infectious diseases in child care and schools: a quick reference guide. American Academy of Pediatrics. - Curtis, A. & O’Hagan, M. ((2003). Care and education in early childhood: a student's guide to theory and practice. Routledge Falmer. - Geissler, M. (2006). The Child Care textbook. iUniverse, Inc. - Harding. J. (2013). Child Development: An Illustrated Handbook. Hodder Education. - Maizels, J. (2003) Finger food for babies and toddlers. Vermilion. - Meggitt, C. (2006). Child development: an illustrated guide (2nd ed.) Heinemann. - Meggitt. C & Bruce, T. (2015). CACHE Level 3 Child Care and Education (Early Years Educator). Hodder Education. - Nutbrown, C. & Page, J. (2008). Working with babies and children: from birth to three. Sage. - Nutbrown, C. (2006). Key concepts in early childhood education and care. Sage. - Tassoni, P. (2008). S/NVQ Level 3 Children's care, learning and development candidate handbook. Heinemann. - Telljohann, S.K., Symons C.W., Pateman B (2007). Health education: Elementary and Middle school applications (5th ed). McGraw Hill. - Underdown, A. (2006). Young children's health and well-being. OUP. - WHO. (2000). CINDI dietary guide. Denmark. WHO Regional Office for Europe. • Plus lecturer-provided reading/resource pack. |
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| ADDITIONAL NOTES | Co-requisite: Students are expected to obtain the First Aid Certificate from a recognised organisation (St. John’s Ambulance Brigade, Red Cross etc.) | |||||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Elena Bianca Scicluna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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