CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON HEALTH, NUTRITION AND SAFETY

Course No. PREC132 Course Descriptive Title : Health, Nutrition and Safety
No. of Units: 3 Units No of Hours : 54 hours
Pre-requisites:None

Course Description:This course centers on the basic concepts, principles and practices of child health, food and nutrition, and child safety for children ages 0 to
8. It demonstrates pedagogical content knowledge of relevant policies, guidelines and procedures and preventive practices that provide safe and secure learning
environment (2.1.1), including ECCD in emergencies and child protection. It highlights the teachers’ responsibility in providing developmentally appropriate
strategies in teaching children about health, nutrition, and safety. It emphasizes on the importance of partnering with health professionals and building
relationships with families and communities (6.2.1) to help young children establish healthy lifestyles and achieve their learning potential

CILO Course Intended Learning Outcomes :

1 Demonstrate content knowledge and application of basic concepts, principles, and practices of health, safety, and nutritional needs of children ages 0 to 8 years
(1.1.1 and 2.1.1) (cognitive)
2 Apply developmentally sequenced teaching learning process/ strategies in teaching children about health, nutrition and safety (4.1.1) (cognitive)
3 Seek advice concerning healthy lifestyles for young children and their families by partnering with health professionals and the wider community (6.2.1) (affective and
psychomotor)
4 Demonstrate knowledge of policies, procedures, and preventive strategies and their corresponding ethical standards that ensure safe and secure learning
environments for young children (2.1.1 and 2.2.1) (cognitive)
5 Accept responsibility in planning and implementing activities relevant and responsive (4.3.1) to the health, safety and nutritional needs of children from birth through
grade three (affective)
6 Apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills (1.5.1)
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY LIFELONG LEARNER The education graduates are expected to
 Learns and works independently as well as collaboratively. become:
Ciencia y Virtud (Science and Virtue)  Translates knowledge generated from research and other sources to
improve quality of life. E – Excellent teachers with high regard for
UNIVERSITY VISION  Creates new ideas to better understand society Science and Virtue (PPST Domain 1)
 Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate
To be the University of First choice REFLECTIVE AND CREATIVE THINKER learning environments (PPST Domain 2)

PREC132Health, Nutrition and Safety Page 1 of 6


UNIVERSITYMISSION
To promote a brighter future for our
students, for the Philippines and for the
world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
 Thinks critically and creatively. U – Understanding educator of diverse
 Open-minded. learners (PPST Domain 3)
 Solves problems systematically. C – Creative and critical implementers of
 Loves art and shows artistic sensibility. relevant and responsive curriculum
CARING AND TRUSTWORTHY CITIZEN (PPST Domain 4)
 Values people and acts in unity with others. A – Adept in various types of assessment
 Commits to social justice and principles of sustainability and respect (PPST Domain)
for diversity. R – Responsible partners of different
 Practices good stewardship and accountability. stakeholders in the community
 Manifests social responsibility by helping improve conditions of those (PPST Domain 6)
who have less in life or circumstance. E – Enthusiastic and engaged lifelong-
PROFICIENT COMMUNICATOR Learners (PPST Domain 7)
 Articulates ideas clearly for varied purposes and audiences of
diverse culture.
 Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
 Utilizes effectively appropriate media and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
 Initiates, innovates better ways of doing things and accountability.
 Promotes quality and productivity.

Curriculum Mapping:ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES

CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5 6
1 Demonstrate high level of content and pedagogical knowledge / / /
2 Demonstrate appreciation for diversity
3 Manifest collaborative skills /
4 Demonstrate innovative thinking / / /
5 Possess critical and problem solving skills /
6 Advocate for children’s rights, equity, community, nationalism, and democratic ideas / / /
7 Pursue lifelong learning /

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 Intended Learning Outcomes
The students can:
 Analyze the impact of the early
years on children's life-long health
and nutritional status (1.1.1, 1.2.1)
 Explain how health, safety, and
nutrition are interrelated (1.1.1,
1.2.1)
 Describe current trends affecting
health, safety, and nutrition (1.1.1,
1.2.1)
 Describe the factors that influence
children's health, safety, and
nutritional status based on research
(1.2.1)
 Describe the role of culture in
children’s health, safety, and
nutrition (1.2.1)
 Explain the basics of early childhood B. Nutrition and the Healthy
nutrition (1.1.1)
 Develop meal plans and snacks that
meet children's nutritional needs
(1.1.1)
 Analyze the quality and
developmental appropriateness of
meal-time environments for infants
(1.1.1)
 Analyze the quality and
developmental appropriateness of
meal-time environments for toddlers,
preschoolers, and school-age
children (1.1.1)
PREC132Health, Nutrition and Safety
Content
A. Foundations for Wellness in
Young Children
1. Importance of nutrition and
health in the early years
2. Current trends and
relationships between
children’s health, safety,
and nutrition
3. Factors that influence
children's health safety and
nutrition
 Discussion
Child
1. Basics of early childhood  Preparation of simple nutritious
nutrition, including
nutritional meal plans and
snacks
2. Developmentally
appropriate mealtime
environments for infants,
toddlers, preschoolers, and
primary children
Teaching Learning Activities
Allotment
 Discussion
 Based on researches, design an
infographic on:
1. Importance of nutrition and
health (1.1.1, 1.2.1)
2. current trends affecting
children’s health, safety and
nutrition (1.2.1)
3. factors that influence children's
health safety and nutrition
(1.2.1)
snacks for children
Time Assessment
 Quiz on foundations for
wellness in young children
(1.1.1, 1.2.1)
 Infographic scoring rubric
(1.1.1, 1.2.1)
 Quiz on nutrition and the
healthy child (1.1.1)
 Snacks prepared by the
students will be assessed
based on the following
sample criteria: nutritional
content, taste,
presentation, and ease of
preparation (1.1.1, 3.1.1,
4.5.1)
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 Intended Learning Outcomes
 Explain the nutrition standards,
guidelines, and national initiatives on
program and teaching practices
(2.1.1)
 Explain the safety standards,
guidelines, and national initiatives on
program and teaching practices
(2.1.1)
 Explain the health standards,
guidelines, and national initiatives on
program and teaching practices
(2.1.1)
 Explain the importance of physical
fitness of young children (3.1.1)
 Design movement activities for
young children (3.1.1)
PREC132Health, Nutrition and Safety
Content
C. Standards, Guidelines and
National Initiatives
1. Roles of standards,
guidelines, and national
initiatives for children’s
nutrition, safety, and health
in program and teaching
practices
D. Physical Fitness and
Movement in Young
Children
1. Importance of Physical
Fitness
2. Development of Movement
3. Movement Programs for
Young Children
Teaching Learning Activities Time Assessment
Allotment
 Discussion  Quiz on standards,
guidelines and national
initiatives (2.1.1)
 Interview resource persons on  Seatwork: develop
standards, guidelines and national program nutrition goals
initiatives on nutrition, health and and design a weekly meal
safety and write about your plan (2.1.1, 6.2.1)
insights gained from the  Paper on insights scoring
interviews rubric (2.1.1)
 Discussion  Quiz on physical fitness
and movement in young
children (3.1.1)
 Designing movement activities for  Movement activities
young children designed and performed
by the students will be
assessed based on the
following scoring rubric:
inclusion of locomotor and
non-locomotor
movements, easy to
follow, fun, etc. (3.1.1)
 Observations on current  Observation report
movement programs/activities for sheets/checklists scoring
children available in the rubric (3.1.1, 5.1.1)
Philippines (Gymboree, Little
Gym, etc)
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 Intended Learning Outcomes
 Enumerate health policies including
safe medication administration
(2.1.1)
 Describe the teacher's role in
managing illness and common
infectious diseases (1.1.1)
 Explain healthy practices to prevent
the spread of illness in early
childhood settings (1.1.1, 2.1.1)
 Describe the relationship between
mental health and child development
(1.1.1)
 Apply strategies in creating a pro-
social environment (4.5.1, 2.2.1)
 Demonstrate effective responses to
aggressive behavior
 Enumerate ways to address
children's varied mental health
needs
 Describe risk factors for child abuse G. Child Abuse and Neglect
and neglect Identify signs of child
abuse and neglect (3.4.1)
 Explain the DSWD guidelines and
protocols for child abuse and neglect
(3.4.1)
 Explain the early childhood
educator's role in the prevention of
child abuse and neglect
PREC132Health, Nutrition and Safety
Content
E. Common Illnesses and
Injuries
1. Health policies in early
childhood settings
2. Teacher’s role in managing
illness and common
infectious diseases
3. healthy practices to
prevent the spread of
illness.
F. Children’s Emotional Health 
and Safety
Teaching Learning Activities
Allotment
 Discussion
 Report on common illnesses and
injuries in young children
Discussion
 Prepare a puppet show
discussing to children ways to be
friendly and safe
 Discussion
 Prepare an advocacy poster
against Child Abuse and Neglect
 Write a reflection on the early
childhood educator's role in the
prevention of child abuse and
neglect
Time Assessment
 Quiz on common illnesses
and injuries (2.1.1)
 Reports will be assessed
based on the following
sample criteria:
completeness, clarity, etc
(1.1.1, 2.11)
 Quiz on children’s
emotional health and
safety (1.1.1)
 Puppet show scoring
rubric (4.5.1, 2.2.1)
 Quiz on child abuse and
neglect (3.4.1)
 Advocacy poster scoring
rubric (3.4.1, 4.5.1, 5.1.1)
 Reflection paper scoring
rubric (5.1.1, 7.4.1)
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 Intended Learning Outcomes Content Teaching Learning Activities Time Assessment
Allotment
 Identify the most common types of H. Effective Emergency  Discussion  Quiz on effective
injuries in young children (1.1.1) Response emergency responses
 Explain policies and procedures for (1.1.1)
preventing and responding to  Prepare a First Aid Flip chart to  First Aid Flip chart scoring
emergencies (2.1.1) describe what to do in case of an rubric (2.1.1)
 Prepare a disaster response plan injury when a child is in your care
(2.1.1)
 Design a safe early childhood indoor I. Developing and Implementing  
educational environment Safety Practices
 Design a safe early childhood outdoor 1. Safe indoor and outdoor
educational environment environments
 Describe effective supervision in early 2. Supervision in early childhood
childhood education settings Identify education settings
food safety issues 3. Food safety issues
 Evaluate safety practices

Course Requirements:   
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:

Websites:

Prepared by: Date: Approved by: Date:

(Sgd.) Rose Aira Mae R. Tayag, LPT July 15, 2019 (Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019
Faculty, SELAMS Dean, SELAMS

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