Importance Of Health And Safety Education For Children - Example

Stranger danger Customer Inserts His/her Name Customer Inserts Grade Course Customer Inserts Tutor’s Name Date Importance of health and safety education for children in early childhood and school setting During early childhood there is a range of protective factors and risk that are combined to influence development of a child. The health, wellbeing, learning and development of a child depend on the circumstances such as a member of the family and community, individual and as a society as whole (DET Early Childhood Unit). Child development is determined by the first 8 years. Inadequate cares for the children in their preschool years disadvantage them in their later lives. According to Mitchell et al, (2001) a single on-off strategies on a child who may be at risk at a particular stage are unlikely to be sufficient to make a difference in the rest of their future lives. He argues that an ongoing support for such children is necessary throughout their early years. It is also evidence in Vinson (2002) assertion that early childhood services including preschool have beneficial impact on young people lives and gives real meaning to long espouse social aim of child to attain full potential in life. News stories about crime committed against children or child abduction as we live in an on-demand new culture is bombarding. The case of Jaycee Lee Dugard, an American teenage who was held captive for 18 years by stranger capture the public imagination and make everyone confront our very worst fear about children. It is important to keep a handle on the reality on the situation regarding child abduction and make the children understand how to keep safe and what to do if they find themselves in uncomfortable situation. As safety awareness children need to be caution on the danger of stranger. This is just but a small part of protective behavior since a greater percentage of the abuse or danger to the children come from the person trusted or knows by a child. When raising this protective awareness on the danger of a stranger to the child it is important to balance the approach to avoid unnecessary alarm that can paralyze the child with fear. Health promotion school (HPS) models There is an urgent need for the public to make healthy choices that liberate them from danger that surround them. Health promotion school model is design to empower all the concern parties to play a significant role in delivering safety and health to their children and at the same time make use of knowledge and power in a manner that social bodies and individual bodies are subject to regulation and surveillance (Petersen & Lupton 1996). Health promotion school models focuses on social, work environment and habit on the varied social setting that influence and affect the growth development of a child. What characterizes health promotion in school using-based approach is the consideration of processes, techniques, principles and key elements. The model comprise of three major components which includes (1) curriculum, teaching and learning, (2) school organization and ethos, and (3) partnerships and services. These three areas of activities intersect as it is shown below. Health promotion school model Teaching and learning The action and competence of a child is determined by teaching given to a child through planned sequential curriculum on the danger of stranger. The growth development of a child is contributed by health and safety topics integrated into other subject and it enables a child to act with regards living their own lives with confidence when confronted by stranger. In the center of the HPS model is teaching and leaning and this is aim to stress that health and safety is not only about food and security. A child will logically be able to tell from the word go the danger pause by strange when she is liberated in their thinking capacity. The interaction of the child and the teacher in school play key role in the development of a child. Learning and teaching in school should reflect overall aim of the health and safety of a child. Teaching therefore should be student centered and focuses on numerous of criteria that enable active participation. Confidence is imparted on the child when the teaching is experimental and organized in such a manner that the child is made to feel a sense of ownership on the theme they are work on and topic. The model give out a clear resolution and the importance of the connection of curriculum and how teaching should be organized in a such a way that it is relevant for the need of young people as well as to stimulate creativity. The model is both action oriented and child oriented to make difference regarding actions and the child. The model support children and teachers in phase of vision, action and investigation and change when working with health and safety issues. The HPS model emphasis the need for teachers to have important range of professional skills. This is more less to say that teachers must posses insight in areas such as effect of health and safety in the society, strategies of solving the problem, root causes of the problem, health and safety promotion and idea about how children as young citizen, can take action to influence the strategies. Teachers can acquire this essential pre-service and in-service training in regular basis. School organization ethos and environment The teacher qualification is not the only precondition for effective implementation of the HPS models. Teaching and the teachers skill may be taken as central element in promoting health growth and safety of child, it is important to emphasis other subject that are related to different condition to the exterior framework. Condition such as school environment, communities and collaboration can either obstruct or promote the growth development of a child. These environment factors are likely to influence the teaching and learning of a child and at the same time it impact on the growth of a child and on safety on a stranger. The intersection of the three circles indicates how factor influences the healthy growth of a child, teaching, and the skills of a teacher. The model has come up with all components that must be but into consideration so that there is much as possible success in promoting learning process and development of competence, which are the aims of health promoting school. The model brought out the entire physical components that are needed for flexible teaching process and which are working for both the small and the large group. It brings out such aspects such as hygiene and the temperature of classrooms. The model brought all the environmental factors that in one way or another can distort environment for effective growth of the children in the school. Factor such as culture and diversity in the background of a children and the teacher was also taken into consideration as key component that can in many way influence the growth development of a child. Partnership and services The model distinguishes partnership and service components within a particular schools and the cooperation between the schools and the surrounding society. It also brought out the interdisciplinary relationship between teacher and professional health workers and between teachers in different subject that are relevant to stranger danger. There is exiting dimension that is open by the cooperation between the local community and the school. The HPS model manage to bring into the picture expertise such as technical experts, people in advertising, politicians, artists and doctors and how they can be drawn into teaching offered by the school and to adding a very valuable, and inspiring authentic touch. Similarly the community may also gain benefit from the work done by the school if the pupils help to call attention on safety against the stranger danger matters in the local community, and perhaps make suggestions or help to launch particular courses of action in the community. Conclusion Health promotion school (HPS) models offer in some number of ways a potential and a means to genuinely make positive contribution socially, spiritually and psychologically of a child. The ideologies that are use in the HPS models provide a critical fulcrum where all other activities are suspended. Stranger danger of the children is a core of teaching and learning and of curriculum. It also reflect the way adult and children interact and how school organize itself through ethos and principles, physical environs and managerial and how it connect to it’s environ and the community (European Network of Health Promoting Schools 1997). The model supports the children safety on stranger danger by encouraging participation both in school and communal life. Health and safety for the children arise out of the environment and social issue. References Mathews, C. (2004). Healthy Children: A guide for child cares (2nd ed.) Marrickville, NSW: Elsevier. Mitchell, P., C. Spooner, J. Copeland, G. Vimpani, J. Toumbourou, J. Howard & A. Sanson ( 2001). The role of families in the development, identification, prevention and treatment of illicit drug problems. Commissioned by the NHMRC for the Strategic Research Development Committee’s National Illicit Drug Research Program. Vinson, T. (2002). Inquiry into the provision of public education in NSW. Sponsored by NSW Teachers Federation and Federations of P&C Associations of NSW (First Report), 78. Read More