Module: Wellbeing, Health & Nutrition 2

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Wellbeing, Health & Nutrition 2 - Toddlers
Module Code	EC108 (ITS) / ECE1022 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Geraldine French
Module Teachers	-
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Resubmit assignment as outlined above

Description

This module builds on Wellbeing, Health and Nutrition 1. The importance of identifying children experiencing physical (hearing , vision, motor development,language and communication), social, relational, communicative and behavioural difficulties is emphasised and key indicators of these difficulties are explored. Students consider the concept of child agency: how it can be defined, manifested and supported in everyday activity. The agentive behaviour of babies as well as that of toddlers and young children is examined, particularly the development of self (e.g. self-care routines). The notion of belonging and boundaries is introduced as a way of supporting children’s prosocial behaviour and of promoting self-regulation (Aistear, 2009; Roberts 2010). Children’s use of repeated patterns of action (schema) is examined and the importance of respect for children’s behaviours is underlined. Food and nutrition issues as they pertain to children aged 3-5 are explored.

Learning Outcomes

1. Identify the ways in which the youngest children display their agency
2. Support young children in resolving conflicts
3. Describe how a sense of belonging and its accompanying boundaries contribute to young children’s growing ability for self-regulation
4. Understand the nutritional needs of young children. and their behaviour towards food.
5. Identify impairments and recognise difficulties (social, communicative, behavioural,language) that children may experience in participating in day-to-day activities in the early education settings
6. Demonstrate the importance of physical activity in young children.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assessment Feedback	25	No Description
Independent Study	76	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
Children with physical difficulties in early childhood: Identifying needs and supporting all children’s participation in day-to-day activities in ECE settings.

2
Young children’s agency. What is it, why it is important and how it is displayed in everyday situations by infants, toddlers and young children.

3
Schema patterns of behaviour as seen in children’s everyday behaviour and their play. Why are they important? (Nutbrown, 1994).

4
Belonging and boundaries: Two sides of a coin. Supporting peer relations and friendships in early education settings.

5
Supporting children in dealing with conflicts in peer relationships in early childhood.

6
Self-regulation and independent learning for children aged 3-5 years (Whitebread, 2007). Why are they important?

7
Food and nutrition issues as they pertain to children aged 3-5 years (e.g. food refusal, food preference).

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Loop quiz is 30%, health and hygiene focused assignment 30%, well being essay 30%, participation 10%	100%	Week 9

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Deborah Albon and Penny Mukherji: 2008, Food and health in early childhood, SAGE, 2008., Los Angeles, 1412947227
Atherton, F. & Nutbrown, C.: 2013, Understanding schemas and young children, 1st, 10, SAGE Publications Ltd, 1446248941
Betsy Evans: 2002, You Can't Come to My Birthday Party, 1st, High/Scope Press, Ypsilanti, 1573791598
edited by Margaret Kernen and Elly Singer: 2011, Peer relationships in early childhood education and care, 1st, 11, Routledge, New York, 0415574617
Dr Rosemary Roberts: 2010, Wellbeing from Birth, 1st, 10, Sage Publications Ltd, UK, 1848607210
Mary Sheridan: 2014, Mary Sheridan’s From birth to five years, 4th, Routledge, UK, 041583354X
Robinson, M.: 2011, Understanding behaviour and development in early childhood: A guide to theory and practice, 1st, Routledge, Abington, UK, 0415565618

Other Resources

39718, Website, International Journal of Play, 2014, On ‘becoming social’: The importance of collaborative free play in childhood, http://dx.doi.org/10.1080/21594937.2013.863440, 39719, Website, Skouteris, H., Hill B., McCabe,M., Swinburn,B., P.Sacher, l.,& Chadwick ,P., 2014, Recruitment evaluation of a preschooler obesity-prevention intervention, Early Child Development and Care, 184(5), 649-657, http://dx.doi.org/10.1080/03004430.2013.808196, 39720, Website, Anderson L. M. & Anderson, J., 2010, Barney and breakfast: Messages about food and eating in preschool television shows and how they may impact the development of eating behaviours in children, Early Child Development and Care, http://dx.doi.org/10.1080/03004430903040516, 39721, Website, 0, Growing up in Ireland, http://www.growingup.ie/index.php?id=61,