Module Details

Module Code: CHLD H2407
Module Title: Critical Perspectives on Children's Health and Wellbeing
Title: Critical Perspectives on Children's Health and Wellbeing
Module Level:: 7
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Bernadette Gleeson
Domains:  
Module Description: The aim of this module is to build on previous knowledge of key constructs in health and wellbeing. This module will critically explore theoretical perspectives of children's health and wellbeing.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically evaluate the concept of children's health and wellbeing.
LO2 Identify the key principles of health protection and prevention of illness when working with children and apply these to practice setting.
LO3 Critically analyze the care of children with chronic and complex needs in an ECEC setting.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Topic: children's health and well-being.
Historical review of child health. Explore the concept of holistic health and wellbeing for a child/ family Determinants of health & inequalities from national and international perspectives. Health promotion and the role of the ECEC educator in partnership with parents / role of co-professionals with reference to theme of well-being –AISTEAR. SIOLTA. Contemporary issues in child health including policy and legislation for children's health and wellbeing
Topic: Health protection and prevention of ill health.
Health protection. Analyze the organisation of health and wellbeing in ECEC settings. Skills of observation when caring for children. The holistic needs & principles of care for the unwell child. Medication policies- Methods of administration and storage and record keeping. PREVENTION OF ILLNESS National & international Policies to reduce the transmission of disease. Developing self-management skills in children /establishing child centred holistic health care Link to early years services (Regulations 2016) Childhood Immunisation schedule / infectious diseases prevented by immunisations. Managing common infections in ECEC setting.
Topic: Support of children with chronic conditions in ECEC.
CHILDHOOD CONDITIONS Child centered plans of care and support e.g Care of child Asthma /Hay fever and Eczema. Child with Epilepsy. Child with Sickle cell anemia . Care & support of child with complex medical needs e.g. child with cerebral palsy/ cystic fibrosis. Evaluate and critique the impact of a chronic condition on child and family/ implications for practice when creating an enabling environment.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Project % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3
Non-marked No
Assessment Description
Written Assignment Project / Research review
No Project
No Practical
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Estimated Learner Hours Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Week 1.50 1.5
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Carolyn Meggitt,Julia Manning-Morton,Tina Bruce. (2016), Child Care and Education, 6th. Hodder Education, London, [ISBN: 9781471863639].
  • Jackie Musgrave. (2017), Supporting Children's Health and Wellbeing, Sage Publications Limited, LA, p.208, [ISBN: 9781473930315].
  • Will Nutland and Liza Cragg. (2015), Health promotion practice, 2nd. McGraw Hill Education, ilton Keyes, [ISBN: 9780335264063].
Supplementary Book Resources
  • Janet Rose,Louise Gilbert,Val Richards. (2016), Health and Well-Being in Early Childhood, Sage Publications Limited, LA, p.200, [ISBN: 9781446287309].
  • MERIKE DARMODY, EMER SMYTH AND HELEN RUSSELL. (2020), IMPLICATIONS OF THE COVID-19 PANDEMIC FOR POLICY IN RELATION TO CHILDREN AND YOUNG PEOPLE: A RESEARCH REVIEW, ESRI SURVEY AND STATISTICAL REPORT SERIES NUMBER 94, Dublin, [ISBN: 978-0-7070-05].
Recommended Article/Paper Resources
  • Government of Ireland. (2019), First Five a government strategy to improve the lives of babies children and their families,
    https://first5.gov.ie/
  • Aistear. (2009), The early childhood curriculum framework, http://www.ncca.ie/en/Curriculum_and_Ass essment/Early_Childhood_and_Primary_Educ ation/Early_Childhood_Education/Framewor k_for_Early_Learning/.
  • Diabetes Federation of Ireland. (2011), Managing Chronic conditions in school - a resource pack.
  • Wijlaars LPMM, Gilbert R, Hardelid P. (2016), Chronic conditions in children and young people: learning from administrative data, Archives of Disease in Childhood, p.101:8.
Supplementary Article/Paper Resources
  • HIQA. (2018), National Standards for infection prevention in the community Services.
Other Resources
Discussion Note: