Promoting Healthy Practices in Early Childhood Education
- Early childhood educators promote healthy practices in the centre by developing and following health, safety and nutrition policies and procedures, modeling healthy habits, communicating with families and developing a network of community resources.
- Prevention and management of illness includes the implementation of effective health and hygienic practices to discourage the spread of disease, the maintenance of children’s health records and the implementation of effective health policies.
- Early childhood educators provide a balance between safe and challenging environments for children by paying close attention to the four components of safety promotion – staff training, physical environment, supervision of children and safety rules.
- Healthy nutritional practices ensure a balance between the child’s right to have control over what and how much food s/he consumes and the adult’s responsibility to provide enough food, a variety of wholesome foods and an environment that promotes healthy eating.
- Early childhood educators contribute to the prevention of child abuse, while recognizing and reporting suspected cases.
- Early childhood educators recognize and promote wellness for stakeholders including themselves, children, families, and colleagues.
The course evaluation is consistent with Douglas College evaluation policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
1. Students will be able to clarify their role as an educator of health and well-being in the early learning care environment.
2. Students will be able to identify situations of abuse and bullying (physical and emotional) and will be knowledgeable on the appropriate response to given situations.
3. Students will be knowledgeable and respectful to cultural and family beliefs regarding children’s well-being and healthy development.
4. Students will be able to develop a nutrition plan for young children in early learning and care environments.
5. Students will be able to identify common children’s illnesses specifically in relation to early learning and care environments.
6. Students will be able to plan for young children’s physical movement needs to promote healthy development.
7. Students will be able to create an environment of social inclusion for all young children in an early learning and care environment.
8. Students will be sensitive to and respectful of diverse family and cultural practices.
9. Students will be able to create an environment where a sense of security, self-respect and self-regulation are nurtured.
10. Students will be able to support young children’s emotional development with specific note to children’s resilience and their ability to cope and empathize with peers. Students will develop strategies to help children develop resiliency skills.
11. Students will demonstrate appropriate communication and emotional skills to effectively work with young children in an early learning and care environment.
12. Students will encourage an early learning and care environment where children are able to build healthy relationships with both adults and peers.
13. Students will have a comprehensive understanding of safety in early learning and care environments with specific attention to Child Care Licensing Regulations.
14. Students will understand safety with groups of young children while engaged in outdoor activities.
15. Students will have a comprehensive understanding of the Canada Food Guide as it relates to young children in early learning and care environments.
16. Students will be able to develop snack and meal plans that nutritional, cultural respectful and offer diverse food choices.
17. Students will understand the role of self care: physical, mental, emotional and spiritual health; balance, healthy habits, time and stress management.
18. Students will identify hazards related to burnout, compassion fatigue and over-identification with “clients”.
19. Students will advance their self awareness through recognition of personal triggers and appropriate boundaries.
20. Students will develop reflective practice tools including openness and mind flexibility; self-evaluation and creative journaling.
Courses listed here must be completed prior to this course:
- No prerequisite courses
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for ECED 1125|
|Athabasca University (AU)||AU HSRV 2XX (3)|
|Capilano University (CAPU)||CAPU EDUC 121 (3)|
|College of New Caledonia (CNC)||CNC ECCL 172 (3)|
|College of the Rockies (COTR)||COTR ECED 113 (3)|
|Emily Carr University of Art & Design (EC)||No credit|
|Kwantlen Polytechnic University (KPU)||KPU EDUC 1XXX (3)|
|Okanagan College (OC)||OC ECDE 122 (1)|
|Simon Fraser University (SFU)||No credit|
|Thompson Rivers University (TRU)||TRU SSEL 1XXX (3)|
|Trinity Western University (TWU)||No credit|
|University of the Fraser Valley (UFV)||UFV ECE 132 (3)|
|Vancouver Island University (VIU)||VIU ECEC 130 (3)|
|Yorkville University (YVU)||YVU GES 1XXX (3)|