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FDA4073 - Children's Health, Care and Relational Wellbeing

Objectives:

On successful completion of the module, students will be able to:

1 - Evaluate factors that impact children’s health, well-being, attachment and early learning from the ages of conception to 8 years. (K2, K3)

2 - Assess and plan to support a child and their family to develop a healthy approach to making choices - relating to personal care, eating, sleeping, illness, transitions and physical activity, as appropriate for a child’s individual development needs and circumstances. (K7, K14, S4, S3, S14, S17, S18, S19, B3)

3 - Distinguish and develop strategies to support the emotional, psychological, physical and cultural needs of children, through using attachment theory to build positive relationships and the creation of enabling environments with strong routines. (K4, K15)

Content:

Factors that impact health, wellbeing and the development of positive relationships from conception until 8 years of age can influence a child’s life well beyond their childhood. This module explores theories of self-regulation, resilience and well-being and the impact of adverse early childhood experiences. The use of current dietary guidance for early years is debated, including why it is important for babies and children to have a healthy balanced diet and be physically active. How children develop social, emotional, behavioural and relationship skills are considered, including the biological and environmental factors that could influence attachment, lifelong wellness and personal care. The development of social skills and maintaining relationships are explored, including self regulation, the role of practitioners and the influences of all key relationships in a child's life across their home learning environment and social cultural context (including throughout transitions). The contextualisation of wellbeing and safety within different societal, cultural and belief systems is debated, drawing on localised sector-leading research studies. Contemporary schools of thought to enable respectful and nurturing personal care are evaluated, including co-regulation and the role of practitioners in supporting health, safety, sickness and prevention of the spread of disease amongst children. There are different stages of weaning and it is important to find and apply the most up-to-date advice on weaning, including knowledge of food allergies/anaphylaxis, as well as the high-risk environment for babies and children in regards to choking, including silent choking, therefore children should be supervised closely when eating. The impact of opportunities, resources and strategies to quickly support wellbeing are evaluated through a series of case studies, planning support for children and families to develop a healthy approach to making choices relating to personal care - such as eating, weaning, sleeping, oral health and physical activity. Dynamic, evolving and enabling environments (including furniture safety) that reflect a child's current play interests and motivations are strategized to support an individual child's sense of self and interpersonal skills when on their own and within a group. You will also demonstrate awareness of the legal requirements, statutory guidance and other non-statutory guidance on health and safety, security, and confidentiality of information that must be adhered to. This will include carrying out risk assessments and risk management in line with employer, local and national requirements, policies and procedures.

Progress towards KSBs: K2, K3, K4, K6,K7,K8, K14, K15, S4, S5, S9, S14, S17, S18, S19, S20, B3.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers and employers will be engaged with to develop an understanding of current professional practice, and localised sector leading research studies are utilised. The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Scheduled Learning and Teaching Activities
Hours: 42
Intended Group Size: 50

Guided independent study
Hours: 258



Further Details Relating to Assessment

Students are referred to the Module Handbook for full details.

Beginning with a narrative overview analysing the importance of supporting children and families to develop a healthy approach to making choices relating to personal care, eating, sleeping and physical activity, a series of 5 short case studies will be evaluated and planned for. There are key documents or processes that need to be included within this range of case studies and these are include:

Maintaining accurate and coherent records and reports and share information, when appropriate, to ensure the needs of all children are met. Records and reports include:
• medication requirements
• special dietary needs
• planning
• observation and assessment
• health, safety, and security
• accidents and near misses
• daily registers.

Students will also demonstrate implementing effective strategies for preventing and controlling infection, including:
o handwashing
o food hygiene
o dealing with spillages safely
o safe disposal of waste
o using correct personal protective equipment
o knowledge of common childhood illnesses and immunisation exclusion periods for infectious diseases.

Prepare food that is suitable for the age and development of babies and children, referring to the most up to date guidance.

Use equipment, furniture, and materials safely, following the manufacturer’s instructions and setting’s requirements, with regard for sleep safety. Assist others in the safe use of equipment, furniture, and materials, carrying out risk assessments and risk management processes in line with policies and procedures.

Explain, plan, and carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including:
o eating (feeding and weaning/ complimentary feeding)
o nappy changing procedures
o potty/toilet training
o care of skin, teeth, and hair
o rest and sleep provision.

Students can negotiate which case studies to focus on from a range presented/ cocreated. Each short case study will analyse a factor that impacts health, well-being and early learning. Students will consider the importance of the social cultural context and plan how to enable respectful and nurturing personal care, through resources, opportunities and relationships in settings and the home learning environment with parents/ carers. The role of the key person should be considered in each case study analysis, and risk assessments included when relevant, demonstrating how to respond and take appropriate action to accidents and emergency situations, including:
• a baby or young child requiring urgent medical/dental attention
• a non-medical incident or emergency
• identifying risks and hazards
• receiving, storing, recording, administering and the safe disposal of medicines.

The range of case studies will cover but is not limited to: safe and healthy eating; weaning.; dental care; sleeping; responding and taking appropriate action to accidents and emergency situations; signs and symptoms which may indicate that a child is injured or unwell, including limiting the spread of infection; personal care; routines and transitions, risk assessment and risk management.

All students will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

Assessment:

001 Patchwork of Case Studies; 3000 word equiv.; Sem 1 Block 2 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD2