Universitat Internacional de Catalunya
Childhood, Health and Nutrition
Other languages of instruction: Catalan
Teaching staff
Introduction
During the last twenty years, the promotion of the health at school has been one of the great ones contained thematic that have kept on incorporating as compulsory subjects practically in all the didactic curricula of the different careers of teaching, especially the one that allows the obtaining the title of specialist in Education Childish. The last objective of making the incidence of illnesses and accidents in scholars diminish justifies this forcing by itself.
The importance of the habits in the feeding during the first years (and all the next ones) of life of the persons makes the study of the foods and its ingestion one of the protagonist contents of this subject.
Competences/Learning outcomes of the degree programme
- CEM-25 - To identify disorders of sleep, eating, psychomotor development, attention, hearing and sight.
- CEM-27 - To detect affective, alimentary and well-being needs that disturb the normal physical and mental development of students.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Syllabus
Teaching and learning activities
In person
This subjet aims to provide a theoretical basis quided by the teacher, but at the same time, it is open to the personal interests of the students, the involvement of which is required at all times.
The methodological development of the various items may not always be the same, but in all of them is intended to:
1. To start from what we know.
2. To question real and difficult problems
3. To show interests and / or personal needs.
4. To cooperate with the teacher in the elaboration of the themes.
5. To ask for (Professor, colleagues) help when sometihing is not understood.
6. To develop activities which aim to improve the health conditions of school children and, by extension, of all other persons.
The different training activities will be: lectures, seminars and workshops, practical classes, tutoring, study and group work, and study and individual work.
Evaluation systems and criteria
In person
Throughout the course, all activities carried out by students in relation to the subject will be evaluated through continuous evaluation. The four basic evaluation blocks are these:
- Participation, personal involvement and rigor at work (10%)
- First Aid Course (5%)
- Workshop of Sustainable and Healthy eating (25%)
- Written control (60%)
Bibliography and resources
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