EDF2035 · Health and physical wellbeing in the young child

Overview

This unit develops your understanding of how early childhood education can help to develop health and physical wellbeing in the young child with reference to the expectations in relevant curriculum and policy documents. Wellbeing is discussed in terms of holistic approaches to health with children, their families and communities with particular emphasis on diversity and inclusion. There are emphases on physical wellbeing with attention paid to movement, the body, diet and nutrition, outdoor activity and risk taking, as well as children's socio-emotional wellbeing. Local and international perspectives on health and wellbeing are explored and how different cultural values disrupt the idea that there is a universal standard for health and physical wellbeing. The United Nations Convention on the Rights of the Child (UNCRC) document underpins the learning in this unit. You will learn how you can develop and apply strategies to ensure the rights of children to a healthy and active lifestyle can be achieved.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. learn and apply research, policies, practices and strategies to support all children and their families to be healthy and active
2. demonstrate familiarity with community groups and amenities that promote health and physical wellbeing
3. support a holistic and rights based approach to health and wellbeing based on the UNCRC document
4. apply approaches to health and wellbeing promotion for children, their families and community with explicit emphasis on diversity and inclusion.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 18 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities; • 6 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.