CFD 278 NUTRITION, HEALTH, AND SAFETY FOR YOUNG CHILDREN
Course Syllabus
Spring 2016
Instructor:
Phone:
Patricia Lozada-Santone, Ph.D., M.P.H.
619-594-1426
E-mail: plozadas@mail.sdsu.edu
Office Hours: By Appointment in EBA 346
Texts: Health, Safety and Nutrition for the Young Children, 9 th ed. Lynn R.
Marotz, Cengage Learning.
Course Description/Purpose:
To prepare the early childhood educator to meet the physical needs of young children through preparation of a safe environment, planned routines, and positive experiences in the areas of health, safety and nutrition. We will focus on the physical needs of children and explore strategies to meet these needs. We will emphasize positive health routines, hygiene, nutrition, feeding and clothing practices, childhood diseases, and safety. There is an emphasis on the development of healthy habits, and concerns in food and nutrition. We will discuss symptoms of and reporting procedures for child abuse.
Course Objectives:
Upon the completion of this course, the student will be able to:

1. Plan and evaluate nutritionally balanced meals for young children. (NAEYC
1a, 4b, 5b)

2. Plan, design, and evaluate activities for promoting good nutrition, health, and safety practices in young children. (NAEYC 1a, 4a-4d)

3. Describe and assess the components of a healthy, safe and unsafe environment for young children. (NAEYC 1a, 4b)

4. Recognize symptoms and describe treatments and procedures for common diseases and illnesses for young children. (NAEYC 1a, 4c)

5. Describe the basic components of CPR and First Aid for young children.
(NAEYC 4c)

6. Discriminate between minor and major injuries to young children and formulate the appropriate actions. (NAEYC 4c)

7. Identify the California Early Learning Standard to support health, safety, and nutrition activities for children. (NAEYC 4b, 4c, 4d)
1

NAEYC Standards
1. Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
2. Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning
3. Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about assessment partnerships with families and with professional colleagues
3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3d: Understanding and practicing responsible assessment to promote positive outcomes for each child
4. Using Developmentally Effective Approaches to Connect with Children and Families
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice to promote positive outcomes for each child
5. Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.
6. Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession
Major topics to be covered:

Physical development of young children

Scheduling health routines into the daily lives of young children

Simple menu planning for children

Health issues related to eating habits in children (including food allergies)

Identification and prevention of common childhood diseases

Planning and creating a safe and healthy learning environment for children

Child abuse identification and reporting responsibilities
Optional Topics:

Using Community Resources

Working with Parents

Children with Special Needs
2

Course Requirements
MindTap go to: https://login.cengagebrain.com/course/MTPQR1ZP376F
Follow the prompts to register your MindTap course.
Textbook information: Health, Safety, and Nutrition for the Young Child,
Ninth Edition by Lyn R. Marotz
If you need help call the Customer Technical Support at: 1-800-354-9706
YOUR GRADE WILL BE BASED ON THE FOLLOWING:
Tests (6 @ 75): 450
Quizzes (19 @ 10): 190
Videos (19 @ 10): 190
* CPR Training: 85
* First Aid Training: 85
Total Possible Points: 1000
*Student will receive an
for the course grade if current infant/child CPR and First Aid certification is not submitted.*
Early Childhood Grading Scale:
A = 90-100...900-1,000 points
B = 7989…..799-899 points
C = 68-78 …..698-798 points
D = 57-67 …..597-697 points
F = Below 56 …..Below 596 points
 Students with Disabilities: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-6473 . To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from Student
Disability Services. Your cooperation is appreciated.
3

Date Topic of the Day
1/20/16
•Introductions
•Overview of course
•Review Syllabus
1/27/16 Review Chapters 1
•Children’s Well-Being: What It Is and How to Achieve It
2/3/16 Review Chapter 2
• Daily Health Observations
2/10/16 Review Chapter 3
•Assessing Children’s Health
Exam 1(Ch. 1,2,3) will run from 2/10-2/12
2/17/15 Exam 1 Discussion & Review Chapter 4
•Caring for Children with Special Medical Conditions
2/24/16 Review Chapter 5
•The Infectious Process & Environmental Control
3/2/16 Review Chapter 6
•Childhood Illnesses: Identification & Management
Exam 2 (Ch. 4,5,6) will run from 3/2 – 3/4
3/9/16 Exam 2 Discussion & Review Chapter 7
•Creating High - Quality Environments
3/16/16 Review Chapter 8
• Safety Management
3/23/16 Review Chapter 9
• Management of Injuries & Acute Illness
Exam 3(Ch. 7,8,9) will run from 3/23 – 3/25
3/30/16 No Class Spring Break
4/6/16
Exam 3 Discussion & Review Chapters 10 & 11
• Maltreatment of Children: Abuse & Neglect
•Planning for Children’s Health & Safety Education
4/13/16 Review Chapters 12 & 13
•Nutrition Guidelines
•Nutrients that Provide Energy
Exam 4 (Ch. 10,11,12) will run from 4/13 – 4/15
4/20/16 Review Chapters 14 & 15
•Nutrients that Promote Growth & Regulate Body Functions
•Feeding Infants
4/27/16 Review Chapters 16 & 17
•Feeding Toddlers & Young Children
•Planning & Serving Nutritious & Economical Meals
Exam 5 (Ch. 13, 14, 15) will run from 4/27– 4/29
5/4/16 Review Chapters 18 & 19
•Food Safety
•Nutrition Education: Rationale, Concepts, & Lessons
Final Exam starts on 5/5 and ends 5/11 at 6:00pm
5/11/16 Final Exam Covers Ch. 16, 17, 18, & 19
Reading Due for
Next Mtg.
Assignments in
MindTap Due
Read Chapter 1
Next Mtg.
Read Chapter 2
Read Chapter 3
Read Chapter 4
Read Chapter 5
Read Chapter 6
Read Chapter 7
Read Chapter 8
Read Chapter 9
Read Chapters 10
& 11
No Class
Read Chapters 12
& 13
No Class Spring
Break
Read Chapters 14
& 15
Read Chapters 16
& 17
Read Chapters 18
& 19
Prepare for Final
Exam
Final Exam Final Exam
4

5