PROMOTE HEALTHY DEVELOPMENT IN ECD PROGRAMMES UNIT STANDARD: 13854
NQF LEVEL: 5 CREDITS: 12
The purpose of this course is to build people who are required to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community.
This course is about promoting healthy development in ECD programmes. It will be useful to practitioners working with children between birth and the age of 9 in all types of settings.
It consists of 1 module with five study units.
- Study unit 1: Promoting the safety of children and adults.
- Study unit 2: Promoting and advocating good health and nutrition practices.
- Study unit 3: Facilitating the learning and development of children.
- Study unit 4: Promoting each child’s emotional and social development.
- Study unit 5: Using specific strategies to help individual children learn.
- Lectures 8
- Quizzes 5
- Duration 120 hours
- Skill level All levels
- Language English
- Students 0
- Assessments Self
Introduction and Notes to the Learner
Dear Learner It gives us a great pleasure to welcome you to this module: promote healthy development in ECD programmes. This module is intended for people who wish to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community. For you to build skills and share our enthusiasm for this field of study, we urge you to read this overview several times so that studying becomes easier. As an adult learner, you are responsible for your own learning. Make sure you prepare yourself before each session. This learner guide is designed in such a way that it gives knowledge to anyone who reads it. This book serves as your guide. It contains information and guidelines that you can use to develop further. The purpose of this course is to build people who are required to implement comprehensive safety and health policies in a holistic, inclusive and developmentally appropriate way in association with families and the wider community.
Dear Learner Please note that although your formative assessment is online, you are still required to complete the Portfolio of Evidence (PoE) document below and to send it to Ukhanyiso Ebantwini (Pty) Ltd as part of the assessment process. A facilitator will contact you after you have completed your online formative assessment. He or she will assist you in preparing for the summative assessment and go through this PoE with you. If there are any questions or concerns about the PoE or the summative assessment please contact firstname.lastname@example.org Good luck! Warm regards The Ukhanyiso Ebantwini Team
Study Unit 1 Promoting the safety of children and adults
Early childhood professionals promote physical and mental health and appropriate nutrition and provide an emotionally and physically safe environment for young children in partnership with their families. Sound health, safety, and nutritional practices provide the foundation for development and learning. Good nutrition is critical to overall development of young children. Meals and snacks encourage good nutrition and eating habits. A safe environment prevents and reduces injuries for young children who are only beginning to recognise dangerous situations. A prime consideration of early childhood development interventions is to keep children safe all the time. Promoting safety for all children is a responsibility for all early childhood development practitioners and care givers. Care means assessing the safety of the environment, providing family teaching and making provisions for emergencies.
Study Unit 2 Promoting and advocating good health and nutrition practices.
Proper nutrition influences brain development, behaviour, and attention span, and it plays a major role in whether a child is at increased risk of obesity, asthma, heart disease, impotence, cancer, blindness, memory loss, and other later-in-life health problems. Learning about healthy lifestyles contributes to children’s sense of wellbeing and builds their confidence in themselves. Adults can help children learn about healthy eating, hygiene and how to keep fit and active. As children become more independent, they can take greater responsibility for their own health, safety and wellbeing. In practice, good nutrition means putting dietary emphasis on fruits, vegetables, whole grains, fish, poultry, lean meats, and low-fat dairy foods to ensure the body has a steady and adequate supply of the nutrients it needs. It also means managing calorie intake (and expenditure through physical activity) to maintain a healthy weight.
Study Unit 3 Facilitating the learning and development of children.
It is universally recognised that the main objective of any education system in a democratic society is to provide quality education for all learners so that they will be able to reach their full potential and will be able to meaningfully contribute to and participate in that society throughout their lives. The responsibility of the education system to develop and sustain such learning is premised on the recognition that education is a fundamental right which extends equally to all learners. Exercising this responsibility involves ensuring that the education system creates equal opportunities for effective learning by all learners. The impact on children`s well-being and development of socio-economic factors (poverty, unemployment, disempowerment), crime and violence, both communal and domestic, substance abuse and addiction should be taken into consideration in helping children develop holistically and acquire the life skills to cope with abuse, violence or stressful home situations. Children who have physical, sensory or intellectual disabilities can experience many difficulties in learning and participating in community life. ECD practitioners should therefore assist children to develop holistically. This will all be explored in this study unit.
Study Unit 5 Using specific strategies to help individual children learn.
Guiding children’s behaviour is an important aspect of educating and caring for children. Positive strategies need to be developed to assist children to learn appropriate ways of behaving. The term ‘behaviour guidance” is used to reflect current thinking about the most positive and effective ways to help children gain understanding and learn skills that will help them to manage their own behaviour. Corporal punishment and unreasonable discipline are not permitted in education and care services, not only because the child may be physically harmed, but also because it nearly always has detrimental effects on the child’s self-esteem and feelings of security and belonging. All education and care services must: • take reasonable steps to ensure that education and care is provided to children in a way that gives each child positive guidance and encouragement toward acceptable behaviour. • have a policy and procedures about interactions with children that includes procedures to ensure education and care is provided in a way that: o gives each child positive guidance and encouragement toward acceptable behaviour and encourage children to express themselves and their opinions. o allows the children to undertake experiences that develop self-reliance and self-esteem. o always maintains the dignity and rights of each child. o has regard to the family and cultural values, age, and physical and intellectual development and abilities of each child being educated and cared for by the service. o children being educated and cared for by the service have opportunities to interact and develop respectful and positive relationships with each other and with staff members and volunteers. o considers the size and the composition of the groups in which children are being educated and cared for.