THE JOURNAL OF SCHOOL HEALTH 213

NEEDED HEALTH EDUCATION TEACHING EXPERIENCES FOR PROSPECTIVE ELEMENTARY TEACHERS

J A M E S LEPANTE, Ed.D. Paterson State College, Wayne, New Jersey

The responsibility for carrying out affective health education programs in the elementary school lies primarily on the elementary teacher. The teacher preparation institution must provide a series of experiences during the undergraduate program, which will enable the prospective teacher to gain needed competencies in health education.

The importance of these experiences must, necessarily, be carefully evaluated in light of the limited time that most colleges have to prepare elementary teachers in health education.

The most meaningful experience would include : The planning of intererling and effective lessons. The student should have an

opportunity t o write lesson plans in the area of health instruction and receive counsel concerning the understanding of the objectives t o be achieved, applicability to the age group and improvement in technique. Actual teaching of a le.sson would also be very desirable. Experience in planning lessons could be accomplished in the specific professional preparation course of health education at the college and during the student teaching phase of the program.

Utilization of group techniques. Such techniques as problem solving, role playing, pypi!-teacher health behavior. (The prospective teacher should understand the si ficance of group techniques and when these techniques might be of some value. TE understanding could be gained through professional education courses adopted in the specific course in health education and/or student teaching.)

The use and evaluation of printed materials such as texts, references, free and inexpen- sive materials. The opportunity should be provided for examination and evaluation of materials. Does the material cover the desired areas? Is the information factual? Is i t appropriate to the grade level? Is the material biased in favor of the commercial company which may have produced i t?

The selection and use of ap ropriate audio-visual aides to sup lement and enrich the program. What purpose w o u d b e served by using the aid? W&ch technique of pre- sentation is best when presenting the audio-visual material?

The observation and participation in health teaching experiences and the opportunity f o r supervised teaching qf health. The student-teacher should be afforded the oppor- tunity to observe the classroom teacher presenting a health lesson. She should observe the manner in which incidental learnings are utilized. She should have an o portunity to plan and carry out lessons in the area of health instruction. She sfould receive constructive criticism concerning her health instruction.

The utilization of health appraisals in the formulation of health teaching content. The health status and experience of children varies from class to class. Children in one class may benefit from instruction which would be of little value to another class. Their homes and communities may have unique health problems which would affect their health status. Health appraisals by the doctor, nurse or teacher would be helpful in determining where emphasis should be placed in health teaching.

The opportunity f o r observation of children in school situations which have health and safety teachzng implications. The elementary teacher will be responsible for a wide variety of activities. She may lead the physical education classes and supervise the lunchrooms and recreational activities. These areas have specific implications for optimal health of the school child. The safety preparations needed in these areas should be understood and observed and participated in by the prospective elementary teacher. An understanding of her responsibilities-and the factors involved in effective supervision and teaching within these areas-should be the province of the professional health course.

The elementary education teacher should have preparation in areas such as nutrition,

The background and information for factual presentation of health tnformation.

214 THE JOURNAL O F SCHOOL HEALTH

vision and hearing, etc. Health education, human growth and development and physical science courses must provide her with the understanding and additional knowledge necessary to present these areas to the school child.

The prospective teacher who receives the instruction in the preceding areas will be well on her way to becoming a competent teacher of health education in the elementary school.

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HIGHLIGHTS OF VISITS TO SCHOOL SERVICES-U.S.A.

GOLDIE S. POVENMIRE, R.N., M.A.

El Cajon Valley High School, El Cajon, California Grossmont Union High School District

Highly interesting differences were found in school “health” or “medical” services during a sabbatical study trip into various parts of this country. Visits were primarily limited to districts which employed their own staff and nurse supervisors working with or without school physicians. State laws, monies and philosophies differed as did local needs and district policies, but the major differences in nursing func- tions evolved from practices concerning medical examinations for pupils and the educational relationships expected of nurses working within the particular district.

In many areas medical examinations were given to new pupils and all others at specified levels; kg., 9th, 3rd or 4th, and 11th or 12th grades in order of frequency. One state provided annual medical inspections for public school pupils and another included non-public schools for medical services extended by public schools and kept the statistics separated.

Also examined were children returning from treatment facilities or home study, participating in child care, agriculture, inter-scholastic sports or other special programs and those referred for special education or seek- ing work permits. One system examined medically handicapped high school students who planned to go into teaching and vocational adult stu- dents if required for courses offered by the district.

One state allowed no more than four medical examinations per hour. Direct consultation with specialists, blood and urine laboratory work and X-Rays were done in some school clinical centers. Immunizations and Tine tests were given although school physicians seldom ordered treat- ment except for excludable skin conditions. Only recently were private physicians’ examination reports accepted.

In contrast, many districts gave no medical examinations at all but requested or even required medical reports from all students at specified intervals. Private physicians, public clinics and at least one military base cooperated in examinations for well children.

Often less than 8% of medical reports were returned at the inception of voluntary programs. Later, districts received as many as 98y0 of the pre-first and 37--75y0 of the 9th grade reports with fewer for other grades if requested. Sometimes pupils who did not get examinations and those referred by teachers, or requested by parents, could be examined by a