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AECE-150 - Health, Nutrition & Safety - 3.00 Credits

AECE-150 - Health, Nutrition & Safety - 3.00 Credits

Course Details
The overall goal of AECE 150 is that students will be thoroughly introduced to the concept of preventative health, nutrition and safety particularly in an Aboriginal context. The course includes exploring traditional use of plants as food and medicines in a local context. AECE 150 will ensure students are aware of the current health issues within Aboriginal communities.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Certificate - Year 1 Summer
  • Course Outline
    Instructors Qualifications: Relevant Masters Degree.
    Office Hours: 1.5
    Contact Hours: 45
    Student Evaluation
    Procedure:
    Class participation, attendance, discussion, 10%. Information Poster for Parents, 10%. Snack Preparation Experience (2 snack preparations),10%. Mid-Term Exam, 20%.Snack Menu Planning (5 day plan), 10%. Scrapbook Project, 15%. Final Exam 25%. Detailed descriptions of each assignment will be provided, including guidelines and expectations outlined. It is important to follow these expectations carefully and clarify with the instructor should the need arise. Tests can be written at only one opportunity, which is at the beginning of each class where one is scheduled. Guiding principles throughout the program are determined by the group and NVIT policy. Consciousness raising, reciprocal learning and co-operation within and Aboriginal context are emphasized within the NVIT AECE certificate program. Grading procedures follow NVIT policy.
    Learning Outcomes:

    Upon successful completion of this course the student will be able to:



    • define the term “preventative health”;

    • define and create a definition of “holistic determinants of health”;

    • apply principals of health promotion philosophy and holistic health to their lives as well as their work with children;

    • describe the food components within the Canadian Food Guide and Native Food Guide;

    • understand what are considered preventative nutrition, health and safety as it applies to Aboriginal communities;

    • understand the relationship between health, nutrition and safety, and prevention to Aboriginal issues such as diabetes, fetal alcohol syndrome/effects, tuberculosis, etc;

    • describe some traditional Aboriginal foods and medicines including the spiritual/philosophical aspect of plants from an Aboriginal perspective;

    • describe how mental health, stress, trauma, and maternal health affect the health of Aboriginal children;

    • describe how infant and child health issues, chronic diseases, illnesses and injury incidences, and the availability of appropriate health services affect the health and wellness of Aboriginal children;


    • transfer the principals of essential health policies and practices to new situations in child care;

    • focus on a child’s nutritional, health and safety needs in a childcare setting.

    Text and Materials: RECOMMENDED TEXT AND MATERIALS:
  • Shapiro Kendrick, A., Kautmann, R. & Messenger, P. (1995). Healthy Young Children. First edition. Nelson.

  • American Psychological Association. (2001). PUBLICATION MANUAL: of the American Psychological Association. Fifth edition. American Psychological Association. Washington, DC.


  • Text # 2 is also used for all other AECE Courses

    Other Resources: Instructors Handouts:
  • Daily Reaction Sheet (to be photocopied and handed out on a daily basis if feedback is required)
  • Course feedback form
  • NVIT Vision and Mission Statement
  • NVIT Plagiarism Policy
  • HOW ABOUT…Child Development: An Introductory Source Book for First Nations and Inuit Communities.
  • Hand Washing Routine
  • Links of the Chain
  • Four Ways Germs are Spread
  • Do Kids Catch Colds Outside?
  • Beware of MSG’s – Innocent Aliases
  • Emergency Allergy Alerts, Medical Release Form & Consent Form
  • Lice: An Important Message from your School Nurse, Facts About Lice
  • Stress, Stress Checklist

  • Good Hearing, What to do if you…, Checking the Child’s Hearing & Understanding
  • Rash Flow Chart, Quick Check – Should This Child Stay Today?
  • Healthy Snacking, Nutritional Assessment, Healthy Eating, Snack Signals, Snacks for Little People, The Importance of Water, Mystery Tin and Tasting Game, Make a Shake, Favorite Food, Magnet Game, Let’s Pretend, Getting Enough Calcium without the Cow, Fast Foods, What’s In It For Me?, Symptoms Indicating Food Allergy
  • Dental Problems Chart
  • Healing As Practice: TEACHINGS FROM THE MEDICINE WHEEL
  • The 5 W’s of Safety
  • Four Basic Safety Principles

  • Responding to Suspected Abuse
  • Coastal BC Native Food Guide
  • Canada Food Guide
  • Chef Combo Communication – Nutrients Simplified
  • Food Basics: Getting Started
  • THE FOOD, MEDICINE MATERIAL USE OF PACIFIC NORTH COAST PLANTS


  • Note: Students are expected to acquire all of the above texts and readings prior to the first class of the course. They should begin to familiarize themselves with the introductory chapters and general content of the texts. Students will be required to do some preliminary readings before the first class. The student may need to keep the texts and handouts as resources for other AECE courses.

    Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: PROFESSIONAL COMPETENCIES:
    The basic knowledge of Competencies in Early Childhood Education as outlined by the B.C. Ministry of Education and Community Social Service Employers Association serve as the basis for student performance, evaluation, and practice. The competencies refer to expected levels of student performance that demonstrate the ability to meet the needs and promote the growth and development of children, and to effectively organize, evaluate, make decisions utilizing theory within the discipline of Early Childhood Development.
  • Knowing the individual child (pp. 7 – 28)

  • Program Planning, Implementing and Evaluating (pp. 30 – 70)

  • General Area: Health (pp. 103 – 126)

  • Centre Operations (pp. 167 - 175)

  • Competency Clusters A (pp. 30 – 32)

  • Competency Clusters B7, B8, C2, C9

  • Competency Cluster D1

  • General Cluster: Health V1

  • General Health 4


  • STUDENT RESPONSIBILITIES:
    All NVIT policies are applicable including; attendance, plagiarism, student conduct and grading apply to all AECE courses. All assignments must relate to the PROFESSIONAL COMPETENCIES as noted within the course guide in order to obtain credit. The student is required to demonstrate proficiency in all of the competency areas. Reading the text and articles prior to class will assist in the familiarity of the topic and questions may be formed prior to class for clarification. Please see instructor to assist in learning/teaching techniques that may prove beneficial.

    Education Council approved April 2002.