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Charles Sturt University Subject Outline EEB309 201830 A D-28 January 2018-Version 1 Page of 1 21 EEB309 - Wellness and Wellbeing Session 1 2018 Faculty of Arts and Education School of Education Distance Mode Welcome to a new session of study at Charles Sturt University. Please refer to the University’s (http://student.csu.edu.au/study/acknowledgement-of-country).Acknowledgement of Country Subject Coordinator Julie May Email
[email protected] Phone (02) 60519400 Campus Albury Building/Room number 763/101 Consultation procedures The above phone and room details are incorrect. I am available via email (
[email protected]) and through forum consultation during set times throughout the week. There will also be other tutors working in this subject who will also be available for consultation. You will be informed of the details of such consultation via the EEB309 Interact2 site. If you cannot contact your Subject Coordinator, please contact your teaching team using the contact details and consultation procedures provided on your Interact2 subject site. What is your subject about? A brief overview This subject explores the concept of wellness and wellbeing for staff and children in early childhood settings. A health model of wellness and wellbeing is used to provide a framework for exploring the social, mental, physical, environmental, emotional and spiritual aspects of life for adults and children. Initially in each of the areas, a broad social view is taken, then consideration is given to adult perspectives, and then the relevance for children is explored. Learning outcomes On successful completion of this subject, you should: understand the concepts of wellness and wellbeing from a health model and how this pertains to the early childhood context; recognise the impact that wellness and wellbeing has on the continuing development of the individual (adult and child); analyse the social and media aspects related to health issues; reflect on the social value placed on wellness and wellbeing and how this influences educators' perspectives on teaching practice in early childhood settings; consider theoretical and practical means for fostering the wellness and wellbeing of children, staff and families in early childhood settings; evaluate how well early childhood services provide for the wellness and wellbeing of children, staff and families; explain the value of providing for the wellness and wellbeing of those involved in early childhood settings; recognise and understand the role of leaders and advocates in the early childhood profession in ensuring conditions in early childhood settings support the wellness and wellbeing of children, families and staff; devise useable ideas and experiences that are able to be implemented in early childhood settings to provide for the wellness and wellbeing of the people there; and http://student.csu.edu.au/study/acknowledgement-of-country Charles Sturt University Subject Outline EEB309 201830 A D-28 January 2018-Version 1 Page of 2 21 Session Week Week Commencing Modules Readings 1 26th February 2018 Session 3 commences Module 1: Introduction and Welcome 1.1. Beginning at CSU. 1.2. Introduction to EEB309 1.3 Study resources and learning activities There are no readings this week. Please spend time this week familiarising yourself with our Interact site and watching the ALLaN videos. recognise the relationship that overall wellbeing has to social competence and the role that early childhood professionals have in fostering this. Pass Requirements In order to pass this subject, students must complete and submit all assessment items and achieve an overall mark equivalent to 50% of the total marks for the subject. Key Subjects Passing a key subject is one of the indicators of satisfactory academic progress through your course. You must pass the key subjects in your course at no more than two attempts. The first time you fail a key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the course. The (https://policy.csu.edu.au/view.current.php?id=00250) sets out theAcademic Progress Policy requirements and procedures for satisfactory academic progress, for the exclusion of students who fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in the maximum allowed time. Assumed knowledge Academic integrity means acting with honesty, fairness and responsibility, and involves observing and maintaining ethical standards in all aspects of academic work. This subject assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you to complete the modules called Academic Integrity at CSU (https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src=). Prescribed Text There is no prescribed text for this unit. The textbooks required for each of your enrolled subjects can also be found via the Student Portal (http://student.csu.edu.au/study/study-essentials/textbooks) page.Textbooks Subject and Assessment Schedule Schedule Subject Outline: Please print this document so you have this information readily available. Everything you will need to know about the subject will be contained in this document. https://policy.csu.edu.au/view.current.php?id=00250 https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true&src= http://student.csu.edu.au/study/study-essentials/textbooks Charles Sturt University Subject Outline EEB309 201830 A D-28 January 2018-Version 1 Page of 3 21 Session Week Week Commencing Modules Readings 1.4 View CSU ALLaN Videos 1.5 Referencing 2 5th March Module 2: Defining wellness and wellbeing 2.1 Overview 2.2 Defining wellness and wellbeing 2.3 So what is wellness? 2.4 Dimensions of wellness McMurray, A. and Clendon, J. (2011). Community Health and Wellness: Primary Health Care in Practice (4th Edition) Healthy Children. Chatswood, Elsevier Health Sciences. pp. 7-8. (Located in Interact > Learning Content > The Useful Folder). Robbins, G., Powers, D., & Burgess, S. (2009). Understanding wellness. A wellness way of life. New York, McGraw-Hill: pp.7-14. (Located in e-reserve). 3 12th March Module 3. Wellness and Justice 3.1. Determinants of wellness and wellbeing. 3.2 Equity & justice in wellness & wellbeing 3.3 The health message Liamputtong, P., Fanany, R., & Verrinder, G. (2012). Health, illness, and well-being: an introduction. Health, illness and well-being. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: pp. 11-17. Henderson-Wilson, C. (2012). Health as social construct. Health, illness and well-being: Perspectives and social determinents. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: 201-212. Portsmouth, L. (2012). Health and the media. Health, illness and well-being: Perspectives and social determinants. P. Liamputtong, R. Fanany and G. Verrinder. South Melbourne, Oxford University Press: pp. 258-264. (All located in e-reserve). Graham, H. (2007). Concluding comment. Unequal Lives. New York, McGraw-Hill: pp. 177-181. . (Located in Interact > Learning Content > The Useful Folder). 4 19th March Census date: 23rd March 2018 Assignment one due date: Module 4: Wellness for our children 4.1. Introduction: healthy children 4.2. Physical McMurray, A. and Clendon, J. (2011). Community Health and Wellness: Primary Health Care in Practice (4th Edition) Healthy Children. Chatswood, Elsevier Health Sciences. Section 2 Chapter 6 (Link to e-book located in Module 4). Sellers, K., Russo, T. J., Baker, I., & Dennison, B. A. (2005) The role of childcare providers in the prevention of childhood overweight. Journal of Early Childhood Research 3, 227-242 DOI: 10.1177/1476718x05056516 (Link located in Module 4). Charles Sturt University Subject Outline EEB309 201830 A D-28 January 2018-Version 1 Page of 4 21 Session Week Week Commencing Modules Readings 25th March 2018 dimension of children's wellness Kearns, K. (2010a). Children's health, safety and wellbeing. The big picture. French's Forest, NSW, Pearson Australia: pp.143-149. (Located in e-reserve). 5 26th March Module 4: Wellness for our children (continued) 4.4 Socio-emotional dimension of children's wellness. Davis, E., Priest, N., Davies, B., Smyth, L., Waters, E., Herrman, H., (...) & Williamson, L. (2011) Family day care educators: an exploration of their understanding and experiences promoting children's social and emotional wellbeing. Early Child Development and Care 182, 1193-1208 DOI: 10.1080/03004430.2011.603420 OR Davis, E., Priest, N., Davies, B., Sims, M., Harrison, L., Herrman, L. (...) & Cook, L. (2010) Promoting children's social and emotional wellbeing in childcare centres within low socioeconomic areas: Strategies, facilitators and challenges. Australasian Journal of Early Childhood 35, pp. 77-86 (Links located in Module 4). 6 2nd April Module 4: Wellness for our children (continued) 4.5. Intellectual dimension of children's wellness Dowling, M. (2012). Playing with thoughts and ideas: Young children's thinking 3-5 years. Young Children's Thinking. London, SAGE Publications. (Link located in Module 4 PowerPoint). 7 9th April Assignment two due date: 15th April 2018 Module 4: Wellness of our children (continued) 4.6 Spiritual dimension of children's wellness 4.7 Environmental dimension of children's wellness Eaude, T. (2009) Happiness, emotional wellbeing, and mental health - what has children's spirituality to offer? International Journal of Children's Spirituality, 14:3, 181-196. (The excerpt you are required to read [pp.189-191 How does spirituality relate to happiness, emotional well-being and mental health?] is located in Interact > Learning Content > The Useful Folder). Born Selly, P. (2012). Creating a greener earth. Early childhood activities for a greener earth. St. Paul, Redleaf press. org: pp. 1-13. (Link located in Module 4). Carter, M. (2007) Making the environment the third teacher. Exchange July/August, pp. 22-26 (Link located in Module 4). 8 16th April Mid session break 9 23rd April Mid session break Module 5: Caring for the carer Robbins, G., Powers, D., & Burgess, S. (2009). Understanding Charles Sturt University Subject Outline EEB309 201830 A D-28 January 2018-Version 1 Page of 5 21 Session Week Week Commencing Modules Readings 10 30th April 5.1. Why the emphasis on the carer? 5.2. Physical dimension 5.3. Intellectual dimension wellness. A wellness way of life. New York, McGraw-Hill: pp. 19-26 and pp. 29-43 (Located in e-reserve). Johnson, J. A. (2007). Finding your smile again: a child care professional's guide to reducing stress and avoiding burnout. St. Paul, Redleaf Press: pp.151-162. (Link located in Module 5). 11 7th May Module 5: Caring for the carer (continued) 5.4. Social and emotional dimensions 5.5.