| Module Title |
Wellbeing, Health & Nutrition 2 - Toddlers |
| Module Code |
ECE1022 (ITS: EC108) |
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Faculty |
Language, Literacy & ECE |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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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.
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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.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 24 | No Description | | Assessment Feedback | 25 | No Description | | Independent Study | 76 | No Description |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 10340 | Part of Term | Semester 1 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Geraldine French | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| 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;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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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).
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Indicative Reading List
Books:
- 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, 224, 1446248941
- Betsy Evans: 2002, You Can't Come to My Birthday Party, 1st, High/Scope Press, Ypsilanti, 410, 1573791598
- edited by Margaret Kernen and Elly Singer: 2011, Peer relationships in early childhood education and care, 1st, 11, Routledge, New York, 160, 0415574617
- Dr Rosemary Roberts: 2010, Wellbeing from Birth, 1st, 10, Sage Publications Ltd, UK, 224, 1848607210
- Mary Sheridan: 2014, Mary Sheridan’s From birth to five years, 4th, Routledge, UK, 144, 041583354X
- Robinson, M.: 2011, Understanding behaviour and development in early childhood: A guide to theory and practice, 1st, Routledge, Abington, UK, 136, 0415565618
Articles:
- Crowley, K.: 2014, Health and Development, In K. Crowley Child development a: A practical introduction (pp. 123-143). London, UK: Sage, 36889
- 2010: Patterns of play: Observing and supporting young children’s schemas, In S Smidt (Ed.) Key issues in early years education (pp. 48-56). Abington, UK: Routledge., 36890, 1
- Developing independence in learning: In J. Moyles (Ed.) Early years foundations: Meeting the challenge (pp. 216-220). Maidenhead, UK: Open University Press,
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Other Resources
- 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
- 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
- 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
- Website: Growing up in Ireland, http://www.growingup.ie/index.php?id=61
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