HEALTH, SAFETY, AND NUTRITION 240
COURSE SYLLABUS – ASSIGNMENT PACKAGE
Course Description: This course focuses on acquiring specific information and practices that will assist the Early
Childhood Educators in creating a safe and healthy environment for young children. Students will also gain an
understanding of the importance of emotional health and competency for children. Students will be presented varying
policies and procedures for addressing illness prevention, disease transmission, abuse, safety in childcare environments
and healthy nutrition according to the Canada Food Guide.
Course Duration: 20 hours
Instructional Delivery:
• In-class lecture & demonstrations
• Directed exercises and activities
Course Objectives:
Learning objective 1:
Learning objective 2:
Learning objective 3:
Learning objective 4:
•
•
Video demonstrations
Practical exercises
Students will demonstrate understanding on how to prevent illness and injury in
childcare environments.
Students will demonstrate understanding on how to create safe childcare
environments and promote active living.
Students will demonstrate understanding on how to teach and
promote healthy nutrition according to the Canada Food Guide.
Students will demonstrate understanding on how to nurture empathy, resiliency
and self-confidence in children
Grading:
Observation and Participation
5%
Assignment 1- Supporting Nutrition for Young Children
20%
Assignment 2- Understanding Quality Care
30%
Assignment 3- Promoting Social and Physical Well-being
20%
Exam
25%
____________________________________________________________________________
Total
100%
Required Textbook:
Pimento, Barbara. & Kernested, Deborah, (2019). Healthy Foundations in Early Childhood Settings, 6th Edition:
Toronto, Ontario: Nelson Education.
Policies:
Late Assignment Policy:
Assignments are due by 6:00pm on weekdays and 9:00am on Saturdays and as indicated on the detailed course outline.
If a student does not hand in an assignment on time, they have three calendar days to get it in; their grade for the late
assignment cannot be higher than 60%. If the student has not submitted an assignment by this deadline, they receive a
0% and fail the assignment. All appeals for this policy must be submitted to the instructor with supporting
documentation (doctor’s note) and can only be based on medical reasons. All appeals must be approved by the program
coordinator. No appeals or late assignments will be considered if they have been received later than 2 days after the
course has ended. The student’s final mark will reflect this policy. Marked assignments are the property of the College.
Redo Policy on Exams
If a student receives a mark lower than 60% on a course, they will have an opportunity to redo the exam. There will be
a maximum of two re-dos on exams in each of the Certificate and Diploma term periods. Students will inform their
instructor immediately after receiving their exam grade if they wish to re-do an exam or take the mark given. The exam
Health, safety, Nutrition and Well-Being HW
January 2021
Page 1
retake will be scheduled for the next available time that the instructor can arrange
supervision. The time a student rewrites an exam is solely at the instructor’s discretion
and cannot be negotiated by the student. Students do not have the opportunity to re-do
class assignments. Tests and exams are the property of the College.
Exam Protocols:
Students must clear all items from tables during exams (ie. books, cell phone, etc.). Any students exhibiting signs of
cheating (ie. talking, checking cell phones, looking at other exams) will receive a grade of zero for the exam. Students
are not allowed to leave the examination room until after their exam is completed. Time extensions will not be given
for any reason. Only black or blue ink may be used in an exam. Any students exhibiting signs of cheating will receive a
grade of zero for the exam and be asked to leave the room immediately. Students caught cheating will be placed on
academic probation. Once an exam is handed in, students may not review the content or make corrections. Instructors
will implement protocols to protect against cheating during exams (ie. various exam versions, moving students, exam
supervision). Exams are the property of CDI college and will not be returned to the student. Students who wish to
review their exam will need to set up an appointment with the instructor. Students who are retaking an exam will not
have an opportunity for review prior to the retake. There is no talking during an exam.
Instructor – Student Interactions
Adult students are expected to be respectful of both other students and instructors. Please feel free to ask questions if
you do not understand an assignment or anything else discussed in class. It is the student’s responsibility to connect
with the instructor to clarify questions prior to assignment due dates. Instructors can be contacted as listed on the
course outline or may be available before class, after class or during breaks. We are happy to answer questions or
discuss course work at these times. Please be aware that students requiring in-depth answers to questions may be asked
to set up a meeting with the instructor for a later date.
Plagiarism
Plagiarism is presenting the words or thoughts of another writer as if they were your own. Using the internet, books
and other resources is an important way to enrich learning. However, when an idea, text or image is taken from
somewhere else (book, magazine, article, on-line website) you must formally acknowledge the source of this material.
Although most plagiarism is unintentional, there are serious consequences for plagiarizing assignments.
Cheating includes, but is not limited to the following: any use of aids or assistance during examination which has not
been specifically authorized by the instructor, collaboration between two or more students working jointly on any
assignment when the instructor has not permitted, (This includes collaboration on projects which are to be submitted
for marking as a solo project.), intentionally helping or attempting to help another student to commit any act of
academic dishonesty, or allowing your assignment or project to be copied or submitted by someone else.
Violations of plagiarism or cheating, “that threaten the academic integrity of the College may be subject to disciplinary
action as described in the Disciplinary Process. Sanctions may include but are not limited to:
• Award of zero marks for the piece of work or examination;
• Award of a failing grade for the whole course;
• Academic Probation;
• Suspension;
• Expulsion”
(CDI College Student Handbook, June 2013, Page 7)
Attendance
Students are expected to be on time for class and stay until the class ends each day. Attendance and/or class learning
marks will be deducted for missed classes, arriving late or leaving early. A minimum of 80% of the total class time
must be attended by the student to receive credit for the course. Admission in the class after it has started will be at a
time dependent on the flow of instruction and be at the discretion of the instructor to ensure the least interruption to
other students. Instructors will not interrupt the learning of other students to accommodate late individuals. Other
attendance requirements are outlined in the CDI Student Handbook
Participation
Learning takes place in many ways in a classroom setting. Thoughtful questions, contributing ideas and sharing ideas
Health, safety, Nutrition and Well-Being HW
January 2021
Page 2
are an important part of group learning. Each student brings a unique collection of
insights and experiences, and classroom learning is richer and more interesting when
every individual is willing to participate generously. The Early
Learning and Child Care program practices inclusive rights and any discrimination against other students will not be
tolerated.
In courses, the expectation is that students take an active role in their learning and the learning of others. It is
important that students make themselves available during class time for class discussions, group work, readings and
instruction time. Students who do not fully participate in class and allow themselves to be distracted will lose
participation or learning marks at the discretion of the instructor. Learning marks will be deducted from the assignment
that is covered during the absence. Distractions can include being absent for group work, being late for class, having
side conversations during class time, use of cell phone, use of computer or being absent from the classroom for
extended periods of time etc. It is the responsibility of the student to inform the instructor of any reasons for
distractions. Cell phone use will not be tolerated unless indicated by the instructor for research periods. Students on
their cell phones will be asked to put it away or leave the classroom. Final marks will reflect this policy. Participation
in any online learning classes will follow the policies outlined for online learning in the CDI Student Handbook.
Student Names and Grading Sheets
Every assignment submitted must have a grading sheet and a cover sheet submitted with their assignment. Students
are responsible for ensuring that their name is written on the cover sheet with the details listed below. Assignments
become the property of CDI College. Exams will not be returned to students for review.
The instructor will prepare and provide students with a grading sheet for each assignment.
Students are required to prepare and hand in with their assignment the cover sheet. Details recorded by the students on
the cover sheet must include:
• Student’s Name (Last & First)
• Course Name and number;
• Course Instructor Name
• Assignment Number & Name
• Date
• Section to Record the Grade (i.e. Grade: ________)
These are CDI College policies and must be followed. Students should keep in mind that assignments are a reflection
of their work at the college.
Please refer to the ELCC student handbook for the detailed policies for the program.
Health, safety, Nutrition and Well-Being HW
January 2021
Page 3
Health, Safety, Nutrition and Well-Being – ELCC 240
Assignment 1: Supporting Nutrition for Young Children
Assignment Weight-20%
Due June 19
Student Name:
Student # _____________________________
Instructor Name:________________________________________________________________________________
In this assignment, students will plan a cooking experience for children that promotes health, safety, nutrition
and well-being as they prepare a snack together.
Assignment Focus: Students will plan a healthy snack in a small group experience with the children in their care. The
planned snack must include at least two food groups, promote healthy nutrition and require some preparation by
the children. Students will provide age and developmentally appropriate tasks for the children in preparing the snack.
In the written portion, the students will define the age of the children preparing the snack.
The written portion for the assignment will be provided to the instructor and will detail the following:
1.
2.
3.
4.
5.
6.
State the children’s age
Provide the recipe and cite the source (where did you find the recipe, include the reference)
Describe how the cooking experience is age and developmentally appropriate
Describe what health practices should be considered when preparing the snack
Describe what safety practices should be considered when preparing the snack
Describe the nutritional requirements being met through this snack (a minimum of 2 food groups must be used
in snack)
7. Provide a plan for the preparation of the snack and what some risks may be presented for cooking with children.
8. Consider how this plan might be used for future experiences with children.
Health, safety, Nutrition and Well-Being HW
January 2021
Page 4
The PowerPoint presentation will be a visual representation of the cooking experience. It
will contain the recipe used, and a one paragraph overview of how both you and the
children engaged with/responded to the cooking experience (for example, how did the
children respond to this experience? Were there any components to this experience you might change in future
cooking activities with children? What part of this activity did you enjoy the most? You have the option of taking
pictures of the steps involved in preparing this snack OR use images of you working with the children preparing this
snack. The following points must be addressed:
There is a breakdown of the PowerPoint slides in examples and resources of the 240 shell.
1. Students must visually highlight the steps of the cooking experience.
2. Students will include the recipe.
3. Photographs used must be visually impactful.
4. Students share information on health, safety, and nutritional aspects of the cooking experience in the
PowerPoint presentation.
5. The student shares a detailed paragraph of the experience, including safety precautions and risks associated
with the experience.
6. The PowerPoint presentation is creative.
Health, safety, Nutrition and Well-Being HW
January 2021
Page 5
Assignment #1 ELCC 240- Supporting Nutrition for Young Children-20%
GRADING SHEET
Written Portion:
Student effectively communicates the following points:
All written content can be copied onto slides in the PowerPoint, combined with the
recipe, safety practices, nutrition etc.
• Child(ren)’s target age
• Recipe is included and properly cited
• Student describes with detail how the cooking experience is age and
developmentally appropriate and uses references from the textbook
• Student describes what health practices are required by the staff and children
for the snack preparation and uses references from the textbook
• Student describes what safety practices should be considered when preparing
the snack and uses references from the textbook
• Student describes the nutritional requirements being met through this snack
(minimum of 2 food groups used in snack) and references the Canada Food
Guidelines
• Student provides a detailed reflection of the preparation of the snack and what
ideas could they use moving forward. Evidence of references from textbook is
included
• All references are in APA format
______ /15
Attendance during class
Participation
/5
Instructor Comments:
Total
____ /20
Health, safety, Nutrition and Well-Being HW
January 2021
Page 6
Health, Safety, Nutrition and Well-Being – ELCC 240
Assignment 2: Understanding Quality Care
Assignment Weight 30%
Due: June 24
Student Name:
Student # _____________________________
Instructor Name:________________________________________________________________________________
Understanding what quality care means in Early Learning requires a holistic understanding of all areas that support
healthy development and a safe environment. This assignment is designed to assess students’ comprehension in all
areas of the course by responding to a series of questions that are related to the lecture and based on
PowerPoint/textbook content. Students will cite answers appropriately. Each response should be no more than one
page, double spaced in length.
All answers must use complete sentences and reference the page where the student found the information.
There are four questions in total. Each question will be assigned at different points in the course. All responses
need to be submitted in ONE document with each answer clearly identified by a Heading such as ELCC 240
Assignment 2 Question One, Question Two, Question Three and Question Four, followed by the response.
Question One – Students will use content from Unit One of the textbook Healthy Foundations to answer the
following question:
• What do the terms Health, Health Prevention and Health Promotion mean? What makes a high-quality
center? How do high quality centers promote healthy child development? P. 4, 32, 50-55, and 357-364
Question Two – Students will use content from Unit Five in the textbook Healthy Foundations to answer the
following question:
• What are the factors that affect eating healthy eating habits in young children? How can an early
childhood educator create a positive eating environment?
Question Three – Students will use content from Unit Eight of the textbook Healthy Foundations to answer the
following question:
• What does the term maltreatment mean? What are some of the possible signs of maltreatment in young
children and how do we build resiliency? What is tertiary prevention and what is the early childhood
educator’s role in tertiary prevention?
Question Four – Students will use content from Unit Seven of the textbook Healthy Foundations to answer the
following question:
• What are some key considerations that an early childhood educator must look at when supervising
children indoors? What are the key considerations for quality supervision for outdoors? What are the
key considerations for maintaining a safe environment both indoors and outdoors?
Assignment #2 ELCC 240- Understanding Quality Care- 30%
Questions
Health, safety, Nutrition and Well-Being HW
GRADING SHEET
Content
January 2021
Page 7
Question 1 –
Student shows complete understanding of assignment. Extensive knowledge of topic is demonstrated. Answer
is insightful and relevant connections to assigned unit is obvious. Insightful and detailed examples to current
practices are made. Questions are accurately answered with language that is rich and varied and not
plagiarized. In your own words.
Question 2 –
Student shows complete understanding of assignment. Extensive knowledge of topic is demonstrated. Answer
is insightful and relevant connections to assigned unit is obvious. Insightful and detailed examples to current
practices are made. Questions are accurately answered with language that is rich and varied.
Question 3 –
Student shows complete understanding of assignment. Extensive knowledge of topic is demonstrated. Answer
is insightful and relevant connections to assigned unit is obvious. Insightful and detailed examples to current
practices are made. Questions are accurately answered with language that is rich and varied.
Question 4 –
Student shows complete understanding of assignment. Extensive knowledge of topic is demonstrated. Answer
is insightful and relevant connections to assigned unit is obvious. Insightful and detailed examples to current
practices are made. Questions are accurately answered with language that is rich and varied.
Participation in class discussions concerning topics in textbook readings
Written portion is well-organized and detailed. References have an excellent understanding of APA
formatting. Excellent use of spelling and grammar.
___ / 5
___ / 5
___ / 5
___ / 5
___ / 5
____/5
Instructor Comments:
___/30
Health, safety, Nutrition and Well-Being HW
January 2021
Page 8
Health, Safety, Nutrition and Well-Being – ELCC 240
Assignment 3: Promoting Social and Physical Well-being*
Assignment Weight 20%
Due June 26
Student Name:
_____________________________
to
Student #
Instructor Name:________________________________________________________________________________
This assignment has two parts. Part one is an assignment that supports students’ growing understanding of how
to support children in developing an active lifestyle. Part two is a reflective writing that challenges the student
to consider how screen time is used with young children. Both assignments reflect student’s learning from unit
six in the textbook Healthy Foundations
Part One:
The objective of this assignment is to create two outdoor play experiences which will meet the physical needs of the
children you work with to support an active lifestyle. Students will choose an age group to focus on, look at their
physical developmental skills, and plan appropriate experiences that will encourage overall physical health.
You should consider portability and ease of set up when planning. Using natural materials is a great way to ensure the
outdoor play experiences are authentic. Each experience will need a set of instructions and a materials list for how
to implement the experience. Each experience will not need to be carried out with children, but evidence of
planning must be presented with the experience through research and referencing. Remember, as a student, you
cannot take an idea directly from a website and submit it as your experience.
Part Two: Submit this portion of the assignment after the outdoor play activities in a word document. Put Part
One and Part Two together in one submission.
In this second part of the assignment, students will consider the use of screen time in their center as a starting point and
refer to the textbook to both recognize how best practice is occurring and make suggestions to improve how screentime is used with children.
Students will first write a summary of how their center uses screen time (or doesn’t use screen time) and the
reasons behind the choice.
Students will then connect what they have learned in their textbook and relate practice to theory on how screentime
impacts children’s active lifestyle. Included in the reflection might be suggestions on how to improve their
center's practices if appropriate.
This individual assignment should be no more than one page, double spaced.
Health, safety, Nutrition and Well-Being HW
January 2021
Page 9
Assignment #3 ELCC 240- Promoting Social and Physical Well-being- 20%
SHEET
Outdoor play experiences
• Student has planned 2 outdoor play experiences that offer exemplary
opportunities to meet the physical needs of the children
• Student has connected healthy child development as outlined in the
textbook, Healthy Environments to the experiences
• Student has identified the age group the experiences are planned for.
• Experiences encourage overall physical health and active living
• Materials of the experience are portable and open ended
• Children have ample opportunity to self-explore
• Evidence of research and referencing – is evident with one reference
being the course textbook. (Experiences cannot be directly copied from a
website)
• Experiences have a detailed plan, list of materials and be appropriate for
outside play
Individual reflection on screen time
• Student clearly and respectfully summarizes how screen time is
viewed in their center
• Students make relevant and specific connections between the practical
application of what is happening at their center and the theories and
concepts that are communicated in the textbook. Suggestions for
change are made where relevant.
GRADING
______ /15
______/5
Instructor Comments:
Total
____ /20
Health, safety, Nutrition and Well-Being HW
January 2021
Page 10