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

describing the importance of

looking good;

describing the importance of

feeling good;

describing the importance of doing

well;

describing the importance of

having fun.

Recognizes how people value health

by taking responsibility for their

health behavior. 1a

valuing clean bodies, hair, and

clothes;

valuing dental care;

valuing sun protection;

valuing water consumption and

physical activity.

Distinguishes between health

promotion and disease prevention. 1a

describing good health choices;

describing poor health choices;

comparing good to poor health

choices.

Remembers to avoid contact with the

body fluids of others. 1a

recognizing that germs enter the

body through openings in the skin;

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

recognizing ways to prevent fires;

comprehending staying safe

around electricity;

identifying how to perform fire

and evacuation practices;

comprehending how to leave and

enter the home, classroom, or

other buildings;

comprehending how to avoid

threatening situations.

Recognizes the importance of being

safe on the move. 1b

recognizing how to walk safely;

recognizing how to walk across

the street safely.

Comprehends the importance of being

safe at school. 1b

recognizing how to use

playground equipment safely;

identifying and reporting

playground hazards.

Recognizes a need for getting adult

help for an injury or sudden illness. 1b

recognizing how to get help for an

injury or sudden illness.

Recognizes the value of making

healthful food choices. 1c

identifying fruits, vegetables, and

grains as healthful food choices;

describing the importance of

eating a healthful breakfast daily;

recognizing how to choose

healthful meals and snacks;

identifying how to eat low

nutrient-dense snacks in

moderation.

Recognizes a relationship among

physical activity, eating, and health.

1c

relating eating food to providing

the body with nutrients for growth;

describing how food provides

energy for physical activity;

relating physical activity to

strengthening the body;

relating physical activity to relief

of negative stress.

Recognizes factors that contribute to

the development of emotional health.

1d

expressing needs, wants, and

feelings appropriately;

identifying how to handle

emotions appropriately (anger and

happiness);

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

describing roles of family

members;

describing responsibilities of

family members;

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

reflecting on applying logical

reasoning that promotes health and

wellness as being good for a

persons health;

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);

reflecting on the thinking process

as logical.

Advocates for being safe on the move

accurately and with reason and

conviction. 1b

promoting safe walking;

promoting crossing the street

safely.

Demonstrates application of

playground safety skills completely,

accurately, and safely. 1b

showing proper use of equipment;

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