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HEC101V - Revision Questions TL501: Obese Tired Overprotected Ill Hungry/poorly Nourished
HEC101V - Revision Questions TL501: Obese Tired Overprotected Ill Hungry/poorly Nourished
Includes ensuring a healthy environment and society to live in which create the conditions
which allow the attainment of health of all members of society.
a) Heredity
Heredity determines ‘what you can become’ – maximum potential. This is what the child
receives from his parents at the time of conception.
Genetic disorders may cause abnormal conditions in the child and can result in intellectual
impairment or physical impairment.
HEC101V – Revision Questions TL501
Birth defects and genetic diseases can result either from abnormal chromosomes, abnormal cell
division or from interaction of many genes with the environment.
b) Environment
The following factors can contribute to disease, disability and death in SA:
-lack of sewers, drains or services to dispose of solid & liquid wastes
-lack of safe & sufficient water supplies
-overcrowded and inadequate living conditions
-insufficient safe & clean fuels for domestic cooking and heating – unhealthy fuels are used,
such as coal/paraffin & wood which cause pollution & health problems for children.
e) Development
Poverty & low socio-economic status caused by unemployment; single parenting; teenage
parents; lack of education and rapid urbanisation may affect the health of the child.
Birth-To-Twenty Study (BTT) is a long term research project undertaken by the University
of Witwatersrand. They studying 3770 children born in the JHB & Soweto areas between 23
April 1990 and 8 June 1990. Investigate the biological, environmental, economic and psycho-
social factors associated with the survival and health of children living in an urban environment.
BTT study found the following to be true:
-educated women have fewer children
-women with higher levels of education make better use of ante-natal & post-natal services
-their children have higher rates of immunisations
-their children are better nourished when compared to children of mothers with lower
educational levels.
The key to prevention is education. Research indicates that prevention programs do work,
that children can be taught important safety skills to prevent abuse and illnesses and they
can become empowered to protect themselves.
(pp.380 Weinstein & Rosen)
b) Health education
Health Education can be defined as: “the deliberate structuring of planned learning
opportunities about health which are aimed at voluntary changes in health-related
behaviours, to give individuals the opportunity of achieving a more favourable position on
the health continuum”
11. EXPLAIN HOW YOU COULD INVOLVE PARENTS IN THE HEALTH EDUCATION
CURICULUM OF THE FOUNDATION PHASE.
Parents can be included in the life of the school, by the following ways:
14. DICUSS THE FOLLOWING STATEMENT: “physical activity can reduce the risk of
some chronic diseases”.
Participating in regular physical activity has been found to reduce the risk for cardio-
vascular diseases, diabetes and some cancers.
Regular physical activity increase bone density and maintain weight.
Physical activity also improve mental health and reduce depression.
17. DISCUSS THE FOLLOWING STATEMENT: “teachers can be a source of support for
a learner’s emotional health”.
19. DESCRIBE SOME POSITIVE AND NEGATIVE WAYS IN WHICH CHILDREN CAN
COPE WITH STRESS.
Defence mechanisms are used to cope with stress, such as:
• Daydreaming about pleasurable situations
• Repression = forgetting unpleasant experiences
• Denial = refusal to believe that a stressful situation is real
• Rationalization = coming up with socially acceptable justifications for
behaviour/situations
• Reaction formation = adopting behaviours/attitudes that are exactly the opposite
of how the person really feels
• Projection = placing the blame or problems on someone else
• Displacement = re-directing socially unacceptable behaviour from the true source
to a less threatening substitute
• Regression = reverting to childish/childlike behaviours
• Isolation = detaching oneself from the underlying cause of a stressor
(pp.281 - Weinstein & Rosen)
Teachers can help children by dealing with stress by recognising early changes in behaviour,
by providing a stable environment and by encouraging children to talk about their
feelings.
Some methods of coping with stress:
• Use of music for relaxation
HEC101V – Revision Questions TL501
23. CRITICALLY DISCUSS SOME OF THE FACTORS WHICH HAVE BEEN LINKED TO
THE INCREASING INCIDENCE OF CHILD ABUSE IN SOUTH AFRICA.
• Stress, such as financial/work-related stress
• Job losses / Redundancies
• Absence of good parenting skills
• Drug/alcohol related problems
• Lack of patience
28. “The stress of modern living has resulted in an increase in child abuse”.
CRITICALLY ANALYSE THIS STATEMENT.
30. DISCUSS THE WAY IN WHICH THE TEACHER CAN PREPARE CHILDREN FOR
HOSPITALISATION.
The hospital is unfamiliar to children and can thus be a scary thought for children. The
teacher can tell children about the hospital and even arrange an outing to the hospital.
The teacher can arrange for a nurse/doctor to come to the school and tell children more
about what happens at a hospital.
33. A CHILD IN YOUR CLASS HAS RECENTLY DIED FROM A CHRONIC ILLNESS.
EXPLAIN HOW YOU WILL DEAL WITH THIS SITUATION IN THE CLASSROOM
SITUATION.
34. GIVE SOME EXAMPLES OF WAYS IN WHICH THE TEACHER CAN EXPLAIN THE
CONCEPT OF DEATH TO A YOUNG LEARNER.
36. DISCUSS THE WAYS IN WHICH THE TEACHER CAN SUPPORT THE FAMIL OF A
CHILD WHO IS SUFFERING FROM A CHRONIC ILLNESS.
The teacher must be able to provide sympathetic and suitable support to both the learner
and his/her family:
• Teacher should support both the child and parents with regards to learners needs
for medication during school hours, extra rest periods, specific toileting needs,
absences from school, extra help with school work, embarrassment about physical
appearance etc.
• Maintain confidential information – written parental permission is required to
divulge any information to other staff.
• Modify the school programme for learner with chronic illness such as additional
resting time or dietary adaptations.
• Teacher should be aware of the effects of any medication which could cause
changes in learners behaviour such as hyperactivity/drowsiness.
• Teacher should determine from the parents, the learners own understanding and
knowledge of his/her illness
• Teacher must ensure that the school and classroom environment makes allowances
for the child’s specific chronic illness such as: sufficient space for wheelchair users;
level of specific allergens (chalk dust, pet hair, pollen) should be eliminated if there
are asthmatic or allergic children in the class.
• Teacher should be able to cope with any specific health emergencies related to a
specific chronic illness such as: asthma attack or hypoglycaemia due to low blood
sugar levels in a diabetic learner.
37. DISCUSS THE ROLE OF THE TEACHER IN THE CARE AND SUPPORT OF
LEARNERS WHO ARE INFECTED OR AFFECTED BY HIV/AIDS.
The teacher should consider EVERYONE as potentially HIV-infected and take the following
precautions:
• Keep all sores/cuts on our hands covered with a waterproof plaster.
• Do not share items which may become contaminated with blood such as:
toothbrushes
• Take universal precautions when treating any bleeding wound or dealing with any
blood-contaminated body fluids or articles
• Disinfect all spills of blodd or blood-stained body fluids with 1:10 solution
• Always handle blood-contaminated clothes/cloths with gloves and soak these items
in the bleach solution before washing it with hot water & soap.
• Always put up a notice, warning parents and staff about any chickenpox or other
communicable disease outbreak in the school, as persons with a low immunity are
particulary sensitive to some infections.
• Teacher should not discriminate against any person because of his/her HIV status.
38. DISCUSS THE ROLE OF THE TEACHER WHEN DEALING WITH THE HIV-
INFECTED CHILD DURING SPORTING ACTIVITIES.
- Nutrients come from foods. It is these nutrients that allow children to grow and be
healthy
*after food is eaten, the nutrients are set free to work in our bodies
*nutrients do different things in our bodies
*many diff nutrients are needed each day
*foods are the sources of all of the nutrients we need
- A variety of foods need to be eaten each day. No 1 food gives all of the needed
nutrients
*diff foods provide diff nutrients so we need to eat many kinds of food
*nutrients work together in our bodies – we need many diff nutrients each day
*children should be exposed to and encouraged to accept a variety of fodds from
each of the Food Guide Pyramid
*children should explore how foods differ in colour, shape, texture and taste
*children can learn to group and identify certain kinds of food such as: fruit, bread
and meats
- Foods must be carefully handled before they are eaten to ensure that they are
healthy and safe
*cleanliness is most important
*some foods can only be eaten cooked
*some foods must be refrigerated
*involving children with food preparation helps them learn about the things that
must be done to foods before they may be eaten
*eating foods that has not been handled properly, can make us very ill
(pp. 441 – Marotz)
45. EXPLAIN WHY HEALTH & SAFETY EDUCATION ARE IMPORTANT FOR YOUNG
CHILDREN.
46. HOW CAN TEACHERS DECIDE IF HEALTH, SAFETY AND NUTRITION RESOURCE
MATERIALS ARE RELIABLE?
47. DESCRIBE HOW YOU WOULD DEAL WITH THE FOLLOWING EMERGENCY
SITUATIONS:
a) Learner who is choking
*submerge the burned part in cool water, or hold under running water for 15-20mins
*elevate burned part to relieve discomfort
*cover burn with sterile gauze dressing and tape in place
*do not use greasy ointments or creams
*advise parent
e) Learner with second-degree burn
*same as above
*do not pop the blisters
*seek medical attention immediately
f) Learner with third-degree burn
*same as above
*seek medical attention immediately
g) Learner with an epileptic seizure
*protect learner from falling or getting hurt by assisting him/her to the ground
*move away furniture/hazards to prevent injury
*loose clothing if it restricts movement
*no attempt must be made to restrain the tongue
*no attempt to place anything in the mouth or give liquids
*reassure learner and monitor learner until seizure subsides
*after seizure, place learner on side to prevent any fluids going down the throat
*allow learner to rest
*EMS should be activated with multiple seizures or seizures for longer than 5mins
h) Learner with asthmatic attack
*help learners by providing reassurance and helping to locate medication or inhaler
*move learner to an irritant-free environment as environmental allergens such as
dust/smoke/paint fumes can cause bronchial spasms
*place learner in sitting position to ease breathing
*encourage learner to drink water (less severe)
i) Learner with hyperglycaemic (diabetic) coma
Signs:
*blood sugar will become to high
*excess sugar in blood gives breath a fruity odour
*leaner becomes tired and drowsy because body does not have fuel for energy
*may be extremely thirsty or even vomit
Treatment:
*Inject insulin
j) Learner with hypoglycaemic (insulin) coma
Signs:
*sugar is too low
*too much insulin or vigorous exercise can remove too much sugar from the blood
*staggering, poor concentration , anger, bad temper, confusion, disorientation, sweating,
pale colour and sudden hunger
Treatment:
*feed learner sugary items such as: fruit juice/coke; chocolate/candy
*within 10-15mins condition should improve
HEC101V – Revision Questions TL501
48. HOW WOULD YOU ENSURE THE SAFETY OF LEARNERS ON THE PRIMARY
SCHOOL PLAYGROUND?
• Play areas are located away from heavy traffic, loud noises and sources of
contaminated pollution
• Play areas are well drained
• Bathroom facilities and drinking fountain is easily accessible
• A variety of play surfaces (grass/concrete/sand) are available
• Balance of shady/sunny areas
• Play equipment is in good condition – no broken/rusty/sharp edges
• Large pieces of equipment are stable and anchored into the ground
• Playground are enclosed with a fence with a gate and workable lock
• There are no poisonous plants/shrubs in the area
• Grounds are maintained and are free of debris and broken equipment
• Swimming pools are supervised and locked when not in use
49. HOW WOULD YOU ENSURE THE SAFETY OF LEARNERS DURING SPORTING
ACTIVITIES?