CD 107 D

City Colleges of ChicagoHarold Washington College

CD 107 CHILD CARE, HEALTH, AND NUTRITIONSection D, Tuesdays and Thursdays 9:30-10:50 in room 720

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Faculty: Janvier Jones, M.S.InstructorChild Development

Office: Applied Science DepartmentRoom 712B

Office Hours: Mon. 4:50 p.m. – 5:50 p.m.Tues. 8:50 a.m. – 9:20 a.m. and 12:30 p.m – 1:30 p.m.Wed. 1:50 p.m. – 3:50 p.m.Thurs. 8:50 a.m. – 9:20 a.m. and 12:30 p.m – 2:30 p.m.

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Phone: (773) 217-0483

E-mail: Via “Messages” in Blackboard ________________________________________________________________

Title, Number, & Classification: Health, Safety, and Nutrition 090-0107

Division: College CreditCurriculum: CareerProgram: Career/OccupationalCourse Term: 16 weeks

Credit & Contact Hours:Credit: 3 credit hoursLecture: 3 lecture hoursLab: noneContact Hours: 3 contact hoursObservation Hours: 5 observation hoursLength of Course:16 weeks

Catalogue Description: This introductory course explores practices that promote good nutrition, dental, physical and mental health, as well as safety of

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infants, toddlers, preschool, and school-aged children in group settings. The course has a dual emphasis on the health, safety, and nutrition of young children as well as the adult student. Health, lifestyle, preventative health, community resources, and emergency response procedures are examined. This course introduces cultural beliefs that influence health, safety and nutrition. It explores ethical and legal responsibilities of adults in protecting the emotional and physical well-being of young children. 5 observation hours observing young children in an early childhood education setting are required for the course. Writing assignments and oral presentations, as appropriate to the discipline, are part of the course.

Prerequisite: None

Course Objectives: This course will introduce:

1. Family and community characteristics and explore cultural beliefs that influence health, safety and nutrition across the lifespan.

2. Ethical standards and other early childhood and professional guidelines in order to examine ethical and legal responsibilities of adults in protecting the emotional and physical well-being of children.

3. The use of observation, documentation, and assessment to support young children and families.

4. The principle that positive relationships and supportive interactions serve as the foundation of all work with young children.

5. The role of community, state and national resources in supporting positive health, safety, and nutritional practices.

6. The connection between center policies, daily practice of staff, and the health, safety and nutritional status of young children.

Student Learning Outcomes: Upon completion of this course, students will be able to:

Identify cultural beliefs which influence health, safety and nutrition and examine strategies for working with diverse communities in promoting health, safety, and nutrition across the lifespan (Obj. 1).

Explain the Mandated Reporter Act, and describe the consequences of stress and trauma on children and their families (Obj. 2).

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Use various assessment tools to analyze the physical and social/emotional environment, and the nutritional and safety practices in group care settings (Obj. 3).

Identify appropriate affective responses that build relationships and positive interactions among children and adults (Obj. 4).

Determine a course of action according to state standards/center policies, and appropriate procedures used in response to childhood accidents, illnesses, and infections (Obj. 5).

Identify community, state and national resources, as well as licensing standards, center policies and practices which support positive health, safety and nutritional practices. Then, consider discrepancies between standards and daily practices of staff in the areas of health, safety, and nutrition (Obj. 6).

Using the state and national standards, design developmentally appropriate activities that reflect an understanding of cultural influences on health, safety, and nutrition and that promote resilience and wellness of young children and their families (Obj. 6).

Topical Course Outline: Developmental Theories and Theorists, Research Methods Interrelationship of Health, Safety and Nutrition Promotion of Health Health Appraisals and Health Assessment Tools Conditions Affecting Children’s Health The Infectious Process and Control Communicable and Acute Illnesses High Quality, Safe Environments, Management of Accidents and Injuries Child Abuse and Neglect Food Guide Pyramid and Nutrients Feeding, Infants, Toddlers, Preschoolers and School age Children Planning and Serving Nutritious and Economical Meals Food Safety and Sanitation Nutrition Education Concepts and Activities Health, Safety and Nutritional Differences of all Age Groups of Children Recognizing Cultural and Individual Differences Ethical and Legal Responsibilities of Adults in Protecting Children Observation Hours in ECE settings representing a range of age groups

and various settings. Reflective Self-Assessment

Students the Course is expected to serve: Students preparing to work with young children and others in health, safety and nutrition related fields. This

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course is a requirement for students seeking an Advanced Certificate in Child Development and /or an Associate in Applied Science Degree in Child Development. Parents, students and those interested in preventive health are also invited to take this course.

Recommended Methods of Instruction:D - Discussion/LectureG – Group workOther Methods – Observations and assessments

Recommended Methods of Evaluation: Regular classroom attendance Participation in class activities Exams and Quizzes Individual and Group Projects Activity Plans Menus Environmental Rating Scales Field experiences in ECE settings representing a range of age groups Safety Checklists Reflective Journaling

Required Text: Marotz, L. R. (2009). Health Safety, and Nutrition for the Young Child (8th ed.). Clifton Park, NY: Thomson Delmar Learning.

Department of Children and Family Services (current version). Part 407: Licensing standards for day care centers (http://www.state.il.us/dcfs/policy/pr_policy_rules.shtml).

NOTE: The instructor will assign additional readings throughout the semester.

Amount of Writing Required:This course requires various forms of writing i.e. observations, essay exams, interviews and research projects.

Plagiarism will result in FAILURE. A student who submits a paper which in

whole or part has been written by someone else or which contains passages

quoted or paraphrased from another’s work without proper acknowledgement

(quotations marks, citations, etc.) has plagiarized. Maintain your integrity when

completing assignments and be overzealous to give credit where credit is due. If

you are ever unsure about what constitutes plagiarism, ask questions. Please

come see me if you are having any problems. Students who are found to have

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plagiarized work may be subject to various disciplinary actions including a failing

grade on the particular assignment, failure of the entire course, and possible

expulsion from Harold Washington.

Expectations of the students: Attendance is mandatory. Grades are lowered one letter grade after the

fifth absence (for a class meeting twice a week) and after the second absence (for a class meeting once a week).

Consistent tardiness is not tolerated and will result in a lowered grade. Students are expected to turn in all work on time. Late assignments

NOT accepted. Students are expected to be present for each exam. Make-ups for the

exams will be at the sole discretion of the instructor. Class participation is essential to student success. Participation grade

includes attendance, preparedness (possession of texts and other needed materials), timely homework submission, completion of reading assignments, in-class discussion, and general contributions to the class as a whole.

BlackBoard Use is an integral part of this course. You must check the BB site for this course at least twice a week. You will turn in all assignments to BB. Also, additional readings and crucial course information will be posted there. Please see attached document detailing how to submit assignments to BB.

****No-tolerance cell phone policy****

Expectations of the instructor: The instructor will begin and end each class session on-time The instructor will be prepared for each session The instructor will be available during office hours and will be otherwise

accessible via e-mail The instructor will return work promptly and maintain grades throughout

the semester

Students With Disabilities StatementHarold Washington College abides by the Americans with Disability Act and with Section 504 of the Rehabilitation Act of 1973 and will provide reasonable accommodations to students with disabilities covered by these laws. If you have a disability for which you may require accommodations, please contact the Disability Access Center located in Room 107 or call 312-553-3050.http://www.ada.gov/pubs/adastatute08.htm

Family Educational Rights and Privacy Act (FERPA)http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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Section 504 Rehabilitation Act of 1973http://www.dol.gov/oasam/regs/statutes/sec504.htm

Student Support Services:Wellness Center: http://www.ccc.edu/colleges/washington/departments/Pages/Wellness-Center.aspxThe Harold Washington College Wellness Center provides mental health and other social services to support your personal well-being and academic success.

Writing Lab: http://www.ccc.edu/colleges/washington/departments/Pages/Writing-Lab.aspxThe Writing Lab provides tutoring support in writing specifically or provides students with the opportunity to make an appointment with their classroom tutor.

Tutoring Services: http://www.ccc.edu/colleges/washington/departments/Pages/Tutoring.aspxTutoring Services supports student success through peer, professional, and embedded tutoring.

Chicago Legal Clinic: http://www.ccc.edu/colleges/washington/departments/Pages/Chicago-Legal-Clinic.aspxThe Chicago Legal Clinic works directly with students to identify their legal needs and provide community based quality services.

“Active Pursuit of Course”: You are maintaining “active pursuit” if you are completing assigned work on time; prepared and engaged during in-class discussions, activities, and projects; and maintaining a level of attendance that will facilitate successful completion of the course.

Commitment to Honesty and Respect:In this class, we will take a closer look at issues surrounding how we were raised and educated, as well as our views about how we raise and educate our own children or those in our care. The choices we make in these areas are often very personal. We will also be discussing issues of diversity related to race, gender, class, ability, religion, and sexual orientation—again issues that can be very personal. There will be times when you will find support for your beliefs, and times when they will be challenged.

Because of the many personal issues that may arise, it is important that we seek to create a classroom community in which the rights, dignity, and worth of every individual are respected. We do this in many ways; we always use respectful language, we give our attention to whomever is speaking in class, we commit to exploring our own biases, and we commit to giving and receiving respectful feedback as we work to do these things. Please speak up, in class or directly to me, if I or any other member of the community behaves in a way that undermines the security of our time together. Thank you.

Course Work:

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Assignments Points Total PointsGroup Projects 30 points each 60 pointsHealth Journal 5 points each entry 20 pointsNutritional Assessment 15 points 15 pointsSafety Assessment 15 points 15 pointsLesson Plan 20 points 20 pointsTwo exams 40 and 30 points each 70 pointsParticipation 1 points each class

session32 points

232 points

Assessment & Evaluation:Final grades are determined by a percentage of total points (see above) earned on quizzes, observations, homework, 3-ring binder, final project, discussion sessions, attendance and participation. The instructor will mark student work with the number of points given for each assignment. All students will collect and retain graded coursework in 3-Ring binders.

Grading Scale:A = 90% - 100% = 208.8-232B = 80%- 89% = 185.6-206.48C = 70% - 79% = 162.4-183.28D = 60% - 69% = 139.2-160.08F = 59% ≤ = 136.88≤

Assignment Descriptions2 Group Projects30 points each Students will be assigned to groups during the second week of class. Each group will be responsible for completing two presentations during the course of the semester.

Group Lecture: Each group will deliver a lecture of material from one chapter of the text. Groups may use the whiteboard, PowerPoint, handouts, and other relevant materials to help convey the information in the chapter. Lectures should be thorough but concise (not longer than 30 minutes). The information presented should be accurate and all members must participate. We will discuss this further in class.

Parent Information Board: Each group will choose a topic related to the course material and design an informational poster board discussing the topic. The poster board should include the following:

A description/definition of your topic or issue.

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A discussion of how your topic or issue affects children/families (think of the domains mentioned in the text).

A discussion of how to enhance or avoid the issue. A description of the information and/or support services related to the

issue or topic.

Health Journal 5 points each entryJournal entries are to be posted in Blackboard on the dates specified in the course outline. However, in order more successfully complete the assignment, you may want to keep a spiral notebook that you can write in more frequently. That way, you will have a lot of entries to choose from when you actually do have to submit the work. Each entry should include information about the following:

What people, places, things or events affected your health, safety, and/or nutrition?

How were you affected? How did you feel? What, if anything did you or could you do about it?

In each entry, you must clearly relate your own personal experiences and opinions to relevant information from the text. You cannot successfully complete the journaling assignment without making those text-to-self connections.

Please note: This is NOT a food journal. While there may be some days when you find that events and people affect your diet (which in turn might affect other areas of your day), you should NOT merely focus on food. As we will learn in the text, aspects of health, safety, and nutritional are multidimensional. Your work should reflect your understanding of this fact.

Safety Assessment15 points This assignment requires you to visit a child care center (or a home day care) and assess its safety. Please visit a different center from where you work. If you don’t have access to a different center, assess a different classroom.

You will use the Safe and Healthy Childcare form attached to the assignment in Blackboard. Go over the form carefully BEFORE your visit so you will know what to look for and what to ask. Feel free to download the form and take it with you if that will help you organize your notes during the visit.

You should type your answers directly into the electronic form for submission. Make sure to respond thoroughly to open-ended questions, and always check your work for writing errors before submitting.

At the end of the document, please include a two paragraph reflection discussing your feelings about the visit and your overall perception of the safely of the

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facility. Relate what you saw, felt and learned to what you have been learning from the text on this topic. The assignment is NOT complete, and will not receive full points, if the reflective paragraphs are missing or do not include and discuss relevant information from the text.

Nutritional Assessment15 pointsFor this assignment you will conduct a nutritional assessment of a child by interviewing her/his parent. Chapter three, page 73 of the text contains the assessment form, and a copy can also be found in Blackboard.

Type your answers directly into the electronic form for submission. Make sure to respond thoroughly to open-ended questions and always check your work for writing errors before submitting.

At the end of the form, please include a two paragraph reflection discussing your perceptions about the interview. Reflect on what it was like to complete the interview, on what you learned from the parent related to the child’s nutrition, and on how you felt about what you learned. Relate this to what you have been learning from the text on this topic. The assignment is NOT complete, and will not receive full points, if the reflective paragraphs are missing or do not include and discuss relevant information from the text.

Lesson Plan20 pointsLesson plans will revolve around concepts related to health, safety, or nutrition. You will follow the format listed in chapter eleven of the text, with headings as follows:

Title Concept to be presented Specific objectives (what the children will know and be able to do as a

result of the activity. Materials list Step-by-step activity instructions Evaluation Standards

A successfully completed plan should accurately address all the points above and should be thorough enough so that another teacher could look at it and recreate the activities to the letter without having to ask any questions. We will workshop these in class to brainstorm possible concepts and clarify format.

Three-Ring Binder Please purchase a 3-ring binder and divider tabs for 5 different sections. You may need to get a 3-hole punch (many school supply stores are selling small

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inexpensive models). Your binder should accompany you to class every week. The binder is to be organized in a very specific manner (see below):

1. Syllabus2. Class handouts (these will usually be posted on BB and you will be

responsible for printing them out and bringing them to class).3. Video notes4. Lecture notes (instructor)5. Discussion notes (classmates)

TWO EXAMS: MIDTERM AND FINAL40 points Midterm30 points FinalExam content includes information from the assigned chapters and homework, class discussions, videos, activities, and corresponding observations. Exams are comprised of multiple choice, short answer, and essay questions.

Attendance/Participation32 points total (1points per class)Students can receive up to 2 points each class period for attendance and participation. Students will receive the maximum allotted points for each session if they come to class and are prepared to participate in discussion of weekly topics. This does not mean that every student must lead the discussion every week. Rather, students participate in group discussions by actively listening, contributing questions, and/or discussion points to the group and taking notes. Discussion notes should be included in each student’s binder.

Course Outline

WeekDate CLASS SESSION

Reading Due(before class each week)

Week #108-27/29-13

Introductions and discussion of syllabus

Ch. 1—Interrelationship of Health,

Ch. 1

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Safety, and Nutrition

Video—“Building Quality Care: Health and Safety

Week #209-3/5-13

Ch. 2—Promoting a Healthy Lifestyle Ch. 2

Week #309-10/12-13

Ch. 3—Health Appraisals

Video—“Caring for Our Children: Standards and You”

Ch. 3

Week #409-17/19-13

Ch. 4—Health Assessment Tools

Video—“Caring for Our Children: Basic Caregiving”

Submit Health Journal Entry 1

Ch. 4

Week # 509-24/26-13

Ch. 5—Conditions Affecting Children’s Health

Video—“Caring for Our Children: Ready for Anything”

Submit Nutritional Assessment

Ch. 5

Week #610-1/3-13

Ch. 6—The Infectious Process and Environmental ControlCh. 7—Communicable and Acute Illness: Identification and Management

Video—“Caring for Our Children: Setting Up for Healthy and Safe Care”

Review for Midterm Exam

Ch. 6, 7

Week #710-8/10-13

Ch. 8—Creating Quality EnvironmentsCh. 9—Safety Management

Video—“Caring for Our Children: Keeping it in Shape”

Midterm Exam Opens—Ch. 1-9

Ch. 8,9

Week #810-15/17-13

Ch. 10—Management of Injuries and Acute Illness

Midterm Exam Closes

Ch. 10

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Group PresentationsWeek #910-22/24-13

Ch. 11—Maltreatment of Children—Abuse and NeglectCh. 12—Planning for Children’s Health and Safety Education

Video—“Caring for Our Children: Illness in Childcare”

Submit Health Journal Entry 2

Ch. 11, 12

Week #1010-29/31-13

Ch. 13—Nutritional Guidelines

Video—“Nutrition I”Submit Safety Assessment

Ch. 13

Week #1111-5/7-13

Ch. 14—Nutrients that Provide Energy—(Carbohydrates, Fats, and Proteins)Ch. 15—Nutrients that Promote Growth of Body Tissues (Proteins, Minerals, and Water)Ch. 16—Nutrients that Regulate Body Functions (Proteins, Minerals, Water, and Vitamins)

Video—“Nutrition II”

Ch. 14-16

Week #1211-12/14-13

Ch. 17—Infant FeedingCh. 18—Feeding Toddlers and Young Children

Video—“Nutrition Transitions”

Submit Health Journal Entry 3

Ch. 17, 18

Week #1311-19/21-13

Ch. 19—Planning and Serving Nutritious and Economical MealsCh. 20—Food Safety

Submit Lesson Plan

Review for Final Exam

Ch. 19, 20

Week #1411-26/28-13

Ch. 21—Nutrition Education Concepts and Activities

Submit Health Journal Entry 4

Ch. 21

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Week #1512-3/5-13 Final Exam Ch. 10-21

Week # 1612-10/12-13 Parent Information Board Presentations

Happy holidays!!

INSTRUCTIONS FOR SUBMITTING ASSIGNMENTS THROUGH BLACKBOARD

Create the document you will submit using word processing software (Microsoft Word is best). Acceptable document extensions are .doc, .docx, .pdf, .rtf. Please make sure that you take note of restrictions in Turn It In. There may be other acceptable file types added, so reference the site to make sure.

Save your document! Give it a name associated with the

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assignment you are doing (Thought Paper 1, or Infant/Toddler Observation, for example). You should save a copy of the work to your flash drive. If you are creating the document on a public computer, your flash drive will be the ONLY way you can preserve a copy of your work, unless you email it to yourself. Documents on public computers are erased at each reboot!

Login to BlackBoard and click on this course in your course list Click the “Assignments” menu option on the left side of the page. Find the assignment you want to complete and click on

“View/Complete Assignment” (just below the assignment title). You will be directed to the Turn It In page for the assignment

1. “Single File Upload”—You will be attaching a single file unless otherwise instructed. You don’t need to change this setting.

2. “Author/First Name, Last Name”—Your name should automatically appear here. If it doesn’t, then type it in and let me know (just in case there is some problem).

3. “Submission Title”—You should give the assignment the same title that it has in the syllabus, for the sake of consistency.

4. “Requirements for Single File Upload”—Please read. This tells you what file types and sizes are permitted, as well as what to do if your file exceeds the size limit. This should not happen in most cases. Files must be at least 20 words long, which should also not be a problem.

5. “Browse”—Click this button to search for the document you wish to submit. If the document is on the computer you are working on, check the “Documents” or “My Documents” menu item and look for the document. If the document is on your flash drive, then insert the drive and access the document. When you find the work, double click on it and it will appear in the box to the left of the “Browse” button in Turn It In.

6. “Upload”—Once the document title appears in the box, click “upload”. You will be directed to the submit page.

7. “Submit”—This page will allow you to view the document before you submit. Check to make sure you have attached the correct document and that it is complete BEFORE you click the “Submit” button. If you have mistakenly uploaded the wrong document, simply click the link marked “return to upload page” and follow the instructions. If you review the document and it is what you want to send, click “Submit”. Once you do, you will be directed to the successfully submitted page. Click “OK”.

8. Make sure to check your CCC student email for a submission receipt. This is the ONLY way you will have to prove you submitted the work on time. The receipt lists

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the time and date of the submission, among other info.9. IMPORTANT! You can view comments on your work by

clicking on the “View/Complete” link that you used to submit, then following the prompts OR by clicking on the grade for the assignment in “My Grades”. You MUST review comments for each assignment.

Reflection Scoring RubricStandards Meets the

StandardEmerging skills Does not

Meet the Standard

4d. Reflecting on their own practice to promote positive outcomes for each child

Reflections are thoughtful and complete.

Reflections are brief. Reflections are superficial.

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Supportive Skill #1 Self-assessment & self-advocacy

They reveal personal feelings or experiences about the topic.

They reveal a little about personal feelings or experiences related to the topic, but they could be more thoughtful and go into more detail.

They don’t reveal any personal feelings or ideas

6d. Integrating knowledgeable, reflective, & critical perspectives on early education

Questioning and other techniques are used that probe for deeper meaning.

There is the beginning of reflection or questioning.

No questioning is used.

Supportive Skill #4: Making connections between prior knowledge/experience & new learning

The writing describes how the student’s understandings have changed using specific, meaningful examples. Comparisons are made between student’s prior and current understandings. Important questions are raised for further exploration.

The writing describes how understandings have changed and gives some examples. Limited comparisons are used between student’s prior and current understandings.

Nothing is revealed or examined in any detail.

Supportive Skill #3: Written & verbal skills

No spelling, grammar or punctuation errors or typos.

Some errors in spelling, grammar, and punctuation and/or typos that distract from the meaning.

Many errors in spelling, grammar, punctuation. Errors & typos are prominent and distract too much from the writing.

Supportive Skill: Written communication

The writing is clear and well organized.

The writing is fairly clear but the organization can be difficult to follow.

The writing is unclear and disorganized.

Lesson Plan RubricStandards Meets the

standardEmerging Does not meet the

standard

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5c. Using their own knowledge, appropriate early learning standards, & other resources to design, implement, & evaluate meaningful, challenging curricula for each child

Explains how the lesson plan does or does not follow DAP using detailed descriptors

Identifies whether or not the plan incorporates DAP but does not explain how

No reference to DAP

2a. Knowing about & understanding diverse family & community characteristics

Examines the lesson for sensitivity to cultural and linguistic diversity and provides suggestions to strengthen the lesson's sensitivity.

Describes how the lesson is sensitive to cultural and linguistic diversity, but does not provide suggestions to strengthen the lesson's sensitivity.

No discussion of how the lesson is or is not sensitive to cultural and linguistic diversity

5c. Using their own knowledge, appropriate early learning standards, & other resources to design, implement, & evaluate meaningful, challenging curricula for each child.

Includes a rich description of expansion activities and describes how they relate to and support the lesson plan

Includes some description of expansion activities but the explanation of how they relate to the lesson plan is not clear.

No description of expansion activities or some activities are mentioned with no explanation of how they relate to the lesson plan

5a. Understanding content knowledge & resources in academic disciplines

Supportive Skill #2: Mastering & applying foundational concepts from general education

Identifies the learning goals of the lesson plan and describes reasonable child behaviors that would indicate that the learning goals have been met

Identifies the learning goals of the lesson plan but does not fully describe child behaviors that would indicate that the learning goals have been met.

No learning goals are identified or they are inaccurately described.

4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches

Lists appropriate adaptations that are directly relate to the lesson plan and are accurate and appropriate for children with developmental challenges

Lists some adaptations but with little connection to the original lesson plan or are not necessarily appropriate for children with developmental challenges

No adaptations or inappropriate adaptations listed.

Supportive Skill 3: Written and verbal skills

Writes clearly and without any spelling, grammar, & punctuation errors, or typos.

Writes clearly with some errors in spelling, grammar, and punctuation, or typos that somewhat distract

Errors are prominent and distract too much from the writing.

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from the writing.4d. Reflecting on their own practice to promote positive outcomes for each child

Reflections are thoughtful and complete. They reveal personal feelings about the topic. They reflect on personal experiences related to the topic. Questioning and other techniques are used that probe for deeper meaning.

Reflections are brief. They reveal a little about personal feelings or experiences related to the topic but they could be more thoughtful and go into more detail. There is the beginning of reflection or questioning.

Reflection is limited or superficial. They don’t reveal any personal feelings or ideas. No questioning is used.

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