Health Education in Early Childhood Education
Introduction
This document addresses health education in early childhood education, emphasizing its importance in fostering healthy habits and preventing accidents and diseases. It explores the concept of health education, good habits related to food, rest, hygiene, and child activity, and prevention and first aid for accidents and childhood diseases. Finally, it analyzes criteria for effective educational intervention in this area.
Legal Framework for Education and Values Education
Legal regulations, including the Education Law 2/2006, Royal Decree 1630/2006, Decree 67/2007, and the Education Law 7/2010 of Castilla La Mancha, highlight the importance of values education, with health being a key value. These regulations emphasize that values education should be integrated into all curriculum areas.
Health Education
What is Health Education?
The World Health Organization defines health as a state of complete physical, mental, and social well-being, not merely the absence of disease. Health education encompasses actions aimed at preserving health and preventing disease. Schools, families, and communities play a crucial role in promoting health values.
Objectives of Health Education
Effective health education aims to develop in students:
- Attitudes and judgments that foster the desire for optimal health.
- Good hygiene practices.
- Basic knowledge about bodily functions, mental hygiene, health threats, and health preservation for individuals, families, and communities.
Educators engage in two types of health activities: prevention to maintain health standards and advocacy to raise existing health levels.
Types of Prevention
- Primary: Actions to maintain health (e.g., skin, hair, mouth care).
- Secondary: Early detection and prompt treatment of diseases.
- Tertiary: Rehabilitation after illness.
Objectives and Content of Health Education
Schools should develop skills and values that enable children to actively participate as citizens. In early childhood education, the focus is on globalizing content, integrating health education into various themes like food and trips.
Areas of Health Education
- Nutrition and Food
- Physical Activity
- Education to Avoid Dependencies
- Accident Prevention
- Road Safety
- Personal Hygiene and Health
- Mental Health
- Sexual Health
Attitudes and Practices Relating to Food, Rest, Hygiene, and Child Activity
Attitudes Relating to Health
Schools should develop content blocks that prioritize learning attitudes, understanding concepts, and procedures. The hidden curriculum, encompassing values, norms, and attitudes implicitly present in the school environment, should also be considered. Key attitudes to be integrated into the curriculum include those related to food, hygiene, physical activity, and rest.
Attitudes Concerning Food
Food plays a crucial role in early childhood, contributing to pleasure and the development of attitudes and acceptance of various foods. Mealtimes should be structured and planned, considering sufficient time, a suitable space, the involvement of the primary caregiver, and parental participation.
Attitudes Concerning Hygiene
Hygiene encompasses practices that maintain physical and social health and prevent diseases. A fundamental goal in early childhood education is to foster children’s autonomy in meeting their basic hygiene needs.
Attitudes Concerning Physical Activity
Physical activity is essential for children’s health and well-being. Schools should incorporate activities with varying degrees of physical involvement, promoting muscular development while considering the risks of inadequate physical activity levels.
Attitudes Concerning Rest
Rest and relaxation are crucial for brain function. Sleep needs decrease with age. Schools should alternate periods of activity with relaxation and rest.
Habits Relating to Health
Habits are tendencies to repeat previously developed actions. It is essential for children to learn habits that preserve and improve their health. Factors influencing habit formation include:
- Appropriate anatomical and physiological maturation.
- Developmentally appropriate programs.
- Regularity and fixed schedules.
- Appropriate role models for imitation.
Habits Relating to Food
- Eating independently
- Eating a variety of foods
- Using utensils
- Avoiding overeating
- Maintaining appropriate table manners
Habits Relating to Hygiene
- Brushing teeth after meals
- Washing hands before and after meals
- Using the bathroom before and after meals
Habits Relating to Physical Activity and Rest
- Engaging in sufficient sleep and rest
- Putting away toys and materials after activities
Prevention of Accidents, First Aid, and Childhood Diseases
Prevention of Accidents
Educational actions for accident prevention should help children assess risks without creating excessive anxiety or fear. Common causes of childhood accidents include falls and poisoning. Preventive measures involve legal regulations for safer environments and education for parents, children, and educators on accident prevention.
First Aid
Schools should be equipped to provide basic first aid, including teacher training, a first aid kit, and readily available emergency numbers. Teachers should remain calm during emergencies, seek medical assistance, and avoid overwhelming children with questions. They should also have basic knowledge of cardio-respiratory arrest, burns, and other emergencies.
Childhood Diseases
Common childhood diseases include infectious diseases (bacterial, viral, and parasitic), respiratory diseases, gastrointestinal diseases, and allergies. Prevention through vaccination is crucial for certain diseases. Vaccines are preparations that induce acquired immunity to specific diseases.
Criteria for Adequate Educational Intervention
Definition of Educational Intervention
Educational intervention refers to actions designed and implemented by teachers to adjust teaching and learning processes. It is organized, planned, programmed, and systematic, considering students’ developmental levels and aiming to build meaningful learning at conceptual, procedural, and attitudinal levels.
Criteria for Intervention
- Teachers should incorporate hygiene habits.
- Children should accept a varied and balanced diet.
- Children should perform hygiene, food, and rest activities independently.
- Children should recognize danger in common situations.
- Children should assess performance standards in various situations.
Conclusion
Health education is crucial in the educational process, fostering healthy habits and preventing accidents and diseases. It should be integrated into all curriculum areas, reflecting a social need that schools must address. The content values of health education are not isolated but permeate every aspect of the curriculum.
Bibliography
Pedagogy
- Paniagua, G. and Palacios, J. Education. Educational Response to Diversity. Ed Alliance. Madrid, 2005.
- VVAA. Foundations of Health Education and Primary Care. CEP.
Legal Framework
- Law 7/2010, of July 20, Education of Castilla La Mancha.
- Decree 67/2007 of May 29, establishing the curriculum for upper secondary education.
- Education Act of May 6, 2006.
- Royal Decree 1630/2006, of December 29, which sets the curricula for the second cycle of Early Childhood Education (MS).