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Performance
Descriptions Prekindergarten Health Education
HE1
Health Education Concepts
At
the prekindergarten level, learning opportunities should focus on providing
concrete
experiences,
many opportunities to practice and begin to develop concepts, skills,
attitudes,
and behaviors that promote lifelong health. By interacting with adults and
other
young
children in daily activities, the young child can learn to choose
health-enhancing
behaviors
and begin to understand basic health concepts. An integrated health education
program
should use and reinforce many concepts and skills of the English language arts,
social
studies, science, mathematics, library information, technology, career
education,
and
physical education curricula.
The
student synthesizes health promotion and risk reduction concepts and attitudes;
that
is, the student:
HE1a
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to personal and community health.
HE1b
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to safety.
HE1c
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to nutrition and physical activity.
HE1d
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to mental health.
HE1e
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to alcohol, tobacco, and other drugs.
HE1f
Conceptualizes health promotion and risk reduction knowledge and attitudes
related
to family life and human sexuality.
· Recognizes why “good”
health is
important.
1a
à describing the
importance of
looking
good;
à describing the
importance of
feeling
good;
à describing the
importance of doing
well;
à describing the
importance of
having
fun.
· Recognizes how
people value health
by
taking responsibility for their
health
behavior. 1a
à valuing clean
bodies, hair, and
clothes;
à valuing dental
care;
à valuing sun
protection;
à valuing water
consumption and
physical
activity.
· Distinguishes
between health
promotion
and disease prevention. 1a
à describing good
health choices;
à describing poor
health choices;
à comparing good
to poor health
choices.
· Remembers to
avoid contact with the
body
fluids of others. 1a
à recognizing
that germs enter the
body
through openings in the skin;
à appreciating
the importance of
self-management
for good care
and
cleanliness.
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· Recognizes the
importance of being
safe
at home and in the community.
1b
à recognizing
ways to prevent fires;
à comprehending
staying safe
around
electricity;
à identifying how
to perform fire
and
evacuation practices;
à comprehending
how to leave and
enter
the home, classroom, or
other
buildings;
à comprehending
how to avoid
threatening
situations.
· Recognizes the
importance of being
safe
on the move. 1b
à recognizing how
to walk safely;
à recognizing how
to walk across
the
street safely.
· Comprehends the
importance of being
safe
at school. 1b
à recognizing how
to use
playground
equipment safely;
à identifying and
reporting
playground
hazards.
· Recognizes a
need for getting adult
help
for an injury or sudden illness. 1b
à recognizing how
to get help for an
injury
or sudden illness.
· Recognizes the
value of making
healthful
food choices. 1c
à identifying
fruits, vegetables, and
grains
as healthful food choices;
à describing the
importance of
eating
a healthful breakfast daily;
à recognizing how
to choose
healthful
meals and snacks;
à identifying how
to eat low
nutrient-dense
snacks in
moderation.
· Recognizes a
relationship among
physical
activity, eating, and health.
1c
à relating eating
food to providing
the
body with nutrients for growth;
à describing how
food provides
energy
for physical activity;
à relating
physical activity to
strengthening
the body;
à relating physical
activity to relief
of
negative stress.
· Recognizes
factors that contribute to
the
development of emotional health.
1d
à expressing
needs, wants, and
feelings
appropriately;
à identifying how
to handle
emotions
appropriately (anger and
happiness);
à recognizing
that all people
experience
loss.
· Identifies safe
ways medicines are
used.
1e
· Identifies that
drugs, including
medicines,
can be used in helpful or
harmful
ways. 1e
· Values safe use
of medicines. 1e
· Identifies
roles and responsibilities of
family
members. 1f
à describing
roles of family
members;
à describing
responsibilities of
family
members;
à appreciating
the importance of
"family".
HE2
Health Information Literacy
At
the prekindergarten level, the student learns about health primarily in the
context of
their
family and community. Teachers should create an intellectually engaging and
responsive
learning environment which enables the student to recognize and access
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appropriate
adults, health professionals, peers, cross-age tutors, printed, and
technological
resources.
These resources, which may be found within the classroom, school, home, or
community,
should aid and support the student as information is gathered, organized, and
used
to problem-solve around health issues.
The
student develops health information literacy concepts, attitudes, and skills; that
is,
the student:
HE2a
Demonstrates the ability to use health information literacy skills.
· Accesses
health-related resources
effectively.
1a
HE3
Health Communications and Influences
In a
caring community of learners, the young child engages in many forms of
communication;
e.g., reading and writing readiness; speaking, listening, and viewing.
These
intrapersonal and interpersonal communication activities are designed to
enhance
a
sense of pride, self-responsibility, and respect for self. Respect for others
and the
development
of constructive and meaningful relationships should be fostered at this
level.
Communication skills, fundamental to success in the workplace, are established
in early
childhood. Through demonstrations, facilitation, and modeling, the student is
guided
by the teacher to reflect on health-related issues and practice using
appropriate
eye
contact, voice tone, and body language to communicate clear messages that
reduce
risks
and enhances one's health and well-being. Throughout the early years, much of a
child's
environment and activities are beyond personal control; thus, protective
considerations
by adults are vital. As the child grows, increased self-identity and a sense
of
self-worth are developed by learning that one can analyze situations, make
judgements,
and healthfully communicate one's ideas and feelings to others.
The
student applies effective communication skills to analyze and enhance
personal,
family, and community health and wellness; that is, the student:
HE3a
Demonstrates the ability to use intrapersonal and interpersonal
communication
skills to enhance health.
HE3bAnalyzes
influences of the family, peers, laws, culture, media, technology, and
other
factors on health.
· Communicates
the importance of being
healthy
competently. 1a
· Communicates
knowledge about safe use
of
playground equipment competently. 1b
· Simulates being
a fireman telling the class
about
ways to prevent fires and evacuate an
area
completely, accurately, and safely. 1b
· Simulates
asking an adult for first aid
help
competently completely, accurately,
and
safely. 1b
· Communicates
the importance of
healthful
eating competently. 1c
· Demonstrates
empathy as a listener
completely,
accurately, and healthfully.
1d
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· Communicates
the importance of safe use
of
medicines competently. 1e
· Communicates
the qualities of healthful
relationships
competently. 1f
HE4
Healthful Choices
During
the early childhood years, hygiene and safety practices are established as
routine
behaviors,
behaviors that help care for and protect the body and help prevent disease and
injury.
At school and at home, the student has many opportunities to demonstrate an
ability
to take responsibility for maintaining health habits. The student should
explore
and
investigate health concepts in nutrition, safety, and personal and community
health in
the
context of making personal health choices and setting personal health goals.
During
the
early childhood years, teachers should help the student develop a sense of self
as
initiator
of action who should be competent in performing important tasks. The student
performs
more successfully when the tasks are highly relevant to personal experiences in
the
home, school, and community.
The
student demonstrates the ability to self-manage by thinking then choosing
behaviors
which promote health and reduce risks; that is, the student:
HE4a
Demonstrates the ability to apply critical and creative thinking skills to
enhance
health.
HE4b
Demonstrates self-management by developing the ability to practice
healthenhancing
behaviors
and reduce health risks.
HE4c
Demonstrates the ability to advocate for personal, family, and
community health.
· Applies logical
reasoning when
thinking
about why being healthy is
important
based on a health and
wellness
ethic. 1a
à reflecting on
applying logical
reasoning
that promotes health and
wellness
as being good for a
person’s
health;
à applying
logical reasoning based
on a
health and wellness ethic
(reasoning
why health is
important;
e.g., looking good,
feeling
good, doing well, and
having
fun);
à reflecting on
the thinking process
as
logical.
· Advocates for
being safe on the move
accurately
and with reason and
conviction.
1b
à promoting safe
walking;
à promoting
crossing the street
safely.
· Demonstrates
application of
playground
safety skills completely,
accurately,
and safely. 1b
à showing proper
use of equipment;
à identifying and
reporting
playground
hazards.
· Demonstrates
how to get adult help
for
an injury or sudden illness
completely,
accurately, and safely. 1b
· Makes food
choices completely,
accurately,
and healthfully. 1c
· Acts in ways
that contribute to
emotional
health completely,
accurately,
and healthfully. 1d
· Simulates
having adults administer
medicines
completely, accurately, and
safely.
1e
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Examples
of activities through which students might demonstrate achievement of the
health
education standards include having students:
¨ Think about why
it is important to be healthy, then draw a picture showing yourself
looking
good, feeling good, doing well, or having fun. HE1a, HE3a
¨ In a whole
group session, talk about what to do if someone on the playground gets
hurt.
HE1b, HE3a
¨ Draw a picture
of your friends playing safely on the playground. HE1b, HE4b
¨ Role-play being
a fireman and portraying what a fireman would say to the class.
HE1b,
HE3a
¨ Think of how
many healthful food choices you made yesterday; with a partner, share
this
number and describe your choices. HE1c, HE4b
¨ Produce, as a
group, a “promise” for never taking medicines improperly (without
supervision).
Have each child say this promise aloud to the class and take home a
copy
of the medicine safety promise. HE1e, HE3a, HE4c
¨ Identify the
importance of safe uses of medicines by listening to the nurse come in to
speak
with the class. HE1e, HE3a
¨ Using puppets,
make up a play about the safe uses of medicines. HE1e, HE3a
¨ Think of an
example of a healthful family experience. In a cooperative learning
group,
take turns dramatizing this healthful family experience. HE1f, HE3a