Academic Year: 2019-20

MODULE TITLE: PROMOTING HEALTH AND

WELLBEING IN early childhood.

What is the module about?

This module aims to promote students’ understanding of children’s health and

wellbeing by reflecting on issues such as healthy growth in early childhood,
health inequalities, health promotion, and health provision for young children in
the UK and in the global context. It also aims to promote understanding of
safeguarding, including the issues and dilemmas of child protection. The
module emphasises the roles and responsibilities of different agencies and
professionals in promoting children’s health and wellbeing.

Learning Outcomes
Students who successfully complete this module will be able to:

1. identify definitions of health and wellbeing and recognize the

importance of a positive foundation of health
2. critically examine factors that influence children’s health and wellbeing
(with an emphasis on inequalities of health in the UK and global
context)
3. debate issues relating to safeguarding children’s health and
wellbeing.
4. evaluate ways in which health and wellbeing might be promoted with
young children and/or families
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The Assessment
Assessment A Written analysis of two forms of media (60%)

Students will analyse two forms of media which could be leaflets, posters, a
picture book for children or health promotion videos which aim to promote
health and wellbeing for young children and families. Please note that choices
must relate to health and early childhood so do check with your seminar tutor.

The assignment should meet learning outcomes 1,2 and 4 and in total be 2000
words in length. This assignment is due on the 22nd November, 2pm latest
on Turnitin. You will have an opportunity to hand in a draft on the 18th Oct.

Assessment B Literature review on a topic relating to safeguarding (40%)

The literature review should be 1500 words in length. The topic should relate
to the safeguarding of young children (choose ONE topic e.g. the impact of
domestic violence on young children, female genital mutilation, child neglect,
smacking). This assignment should meet learning outcome 3 especially. This
assignment is due on 9th January 2020, 2pm latest on Turnitin.

You are expected to use academic references for both assignments and
include a properly set out reference section. The reference section is not part
of the overall word count in the assignments. There are extensive resources
available for you to use on the Moodle site for the module. Please note, as you
look through this booklet the readings linked to each week are colour-coded.

 Green = an easier text (if you struggle with reading, start here)
 Black = a text which should not be too difficult
 Red = more difficult text
Module overview

Sessions Date Content Assignments and

opportunities for
formative feedback
1 24.9.19 Concepts of health and
wellbeing
2 1.10.19 Promoting health and
wellbeing and introduction to
the assignment
3 8.10.19 Food, health and wellbeing Bring choice of 1st
leaflet to session

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4 15.10.19 Poverty and health
5 22.10.19 Childhood obesity
6 29.10.19 The environment
Independent study week
7 12.11.19 Attachment and wellbeing
8 19.11.19 Socio-cultural ideas about
abuse
9 26.11.19 Child abuse
10 3.12.19 Children in need and children
in need of protection
11 10.12.19 Tutorials
18th October hand in
draft of one leaflet
analysis on Turnitin
Tutorials in the seminar
of this session
22nd November hand in
assignment A by 2pm on
Turnitin
Bring in draft literature
review to tutorial
Assessment B due 9th
January by 2pm on
Turnitin

Please note that there will be opportunities to see some past assignments in
some sessions.

Tutors all have office hours should you wish to see your tutor outside of a
session.

The Academic Achievement Team also run sessions from the library which
offer support with e.g. academic reading and writing.

Session 1: Introduction: Concepts of health and

wellbeing
Health and wellbeing have different meanings for different people, depending
on where they live and the resources available. In this session we consider
some definitions of health and wellbeing and will explore concepts of physical,
emotional, social, intellectual and spiritual health. We will reflect on the basic
components necessary for health and the signs of physical and emotional
health.

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Aims this week
At the end of this session students will have:

 got a sense of the module as a whole and how it will work

 considered definitions and concepts of health and wellbeing
 thought about Bronfenbrenner’s model in relation to health
 considered health and wellbeing as a basic human right and noted the
UNCRC in terms of children’s health and wellbeing
 explored how health and wellbeing may have different meanings for
different people
 been introduced to the assessments for this module
Reading
Brogaard Clausen, S., Guimaraes, S., Howe, S. and Cottle, M. (2018) ‘Young
children’s wellbeing: conceptualising, assessing and supporting wellbeing’,
chapter 14 in Fitzgerald & Maconochie (Ed) Early Childhood Studies: A
Student’s Guide. London: Sage

Hall, D. and Elliman D. (2006) Health for all Children. (4th Edition). Oxford:
Oxford University Press. (Chapter 1)

Manning-Morton, J. (2014) ‘Thinking about well-being in early childhood’. In J.

Manning-Morton (ed) Exploring Well-Being in the Early Years, Maidenhead:
OUP

Mukherji, P. (2005) ‘The Importance of Health’. In Dryden, L., Forbes, R.,

Mukherji, P. and Pound, L. (Eds) Essential Early Years, London: Hodder.

Underdown, A. (2006) Young Children’s Health and Well-Being. Maidenhead:

OUP. (Read pages 10-19 and chapter 2.)
Session 2: Promoting health and wellbeing and
introduction to the assignment

This week we will be thinking about assignment A and conceptions of health

promotion. We will apply this thinking to promoting child immunisation in the
seminar groups.

Aims this week

At the end of this session students will have:

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  examined concepts of health promotion
 considered how health and wellbeing are promoted
 considered the programme of child immunisation and screening in the
UK (focusing especially on MMR)
 practised analysing a leaflet (in seminar) and examine some past
student-work

Reading
Daniel L. Clay, D., Cortina, S., Harper, D., Cocco, K., and Drotar, D. (2004)
‘Schoolteachers' Experiences With Childhood Chronic Illness’. Children’s
Health Care, 33 (3): pp 227-239

DoH (2019) http://www.nhs.uk/conditions/vaccinations/pages/vaccination-

schedule-age-checklist.aspx (for latest schedules on vaccination)

Hall, D. and Elliman D. (2006) Health for all Children. (4th Edition). Oxford:
Oxford University Press (various chapters are relevant).

Kress, G. (2010) Multimodality: A Social Semiotic Approach to Contemporary

Communication, Abingdon: Routledge

Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion. (3rd

Ed). London: Balliere Tindall. (chapters 4-5)

Over the next week find a leaflet which interests you for the assignment
online or from e.g. a hospital, children centre or online which relates to
young children’s health. You will need to bring it in next week.

Session 3: Food, health and wellbeing

A key factor in good health is eating a nutritious diet. But food also plays a
significant role in wellbeing, such as in the opportunities it affords for being
with others (in mealtimes and as part of celebratory occasions).

Aims this week

At the end of this session students will have:

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  considered the importance placed on breastfeeding for infant health and
attachments
 looked at the importance of continued nutrition during weaning and in
subsequent years
 examined the impact of poor diet on children’s health as well as learning
 considered health inequalities in relation to diet
 considered food as inextricably woven into our sense of identity and in
engendering a sense of community i.e. its socio-cultural significance and
importance to subjective sense of wellbeing

Reading
Albon, D., and Mukherji, P. (2008) Food and Health in Early Childhood.
London: Sage (see chapters 2,3 [on nutrition] and 6 on food and culture)

Albon, D. and Mukherji, P. (2014) ‘Health and Well-Being: Food and

Mealtimes’. In Manning-Morton, J. (Ed) Exploring Well-Being in the Early
Years. Maidenhead: OUP

Albon, D. (2015) ‘Nutritionally ‘empty’ but full of meanings: The socio-cultural

significance of birthday cakes in four early childhood settings’, Journal of Early
Childhood Research, 32 (1): pp 49–60

British Nutrition Foundation (2018)

https://www.nutrition.org.uk/healthyliving/lifestages.html (accessed on 4.9.18)
see lifestages’ pages for ‘pregnancy and feeding your baby’ and ‘children’ for
basic information

You should be working on your analysis of the leaflet you have chosen
as you will soon be submitting for some formative feedback.

Session 4: Poverty and health

Health inequalities result from social inequalities. Health inequalities – as we
will see - are even more prevalent when we look at the disparities in health
care between richer and poorer countries (Global North and Global South).

Aims this week

At the end of the session students will have:

 examined the idea of social determinants of health

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  reflected on the extent and impact of health inequality in the UK and
disparities between richer and poorer countries
 considered issues of health and wellbeing in relation to children
displaced due to war and conflict or poverty

Reading
Dickins, M. (2014) ‘Young Children’s well-being in times of austerity’. In
Manning-Morton, J. (ed) Exploring Well-Being in the Early Years.
Maidenhead: OUP

Marmot et al (2010), The Marmot Review

http://www.instituteofhealthequity.org/projects/fair-society-healthy-lives-the-
marmot-review (accessed on 31.1.18)

National Collaborating Centre for Methods and Tools (2017) PROGRESS

framework: Applying an equity lens to interventions,
http://www.nccmt.ca/knowledge-repositories/search/234 accessed 18.9.17

Panter-Brick, C. (2003) ‘Achieving Health for All Children’, in Montgomery, H.

and R. Burr, M. Woodhead (eds) Changing Childhoods: Local and Global,
Milton Keynes: OUP

Penn, H. (2005) Unequal Childhoods, Abingdon: Routledge (esp chapter 2)

Underdown, A. (2006) Health and Well-being in Early Childhood.

Maidenhead: Open University Press (chapter 4)

Wickham, S., Anwar, E., Barr, B., Law, C.,Taylor-Robinson, D. (2016) ‘Poverty
and child health in the UK: using evidence for action’, Archive of Diseases in
Childhood, published Online pp 1-8, doi:10.1136/archdischild-2014-3067

Submit ONE draft analysis on Turnitin 18th October

Session 5: Childhood obesity

Childhood obesity is a major concern across the world today. This week we
will frame the issue in terms of health inequalities as opposed to the ‘failings’
of individuals. We will also consider policy responses and more local
responses (in early childhood settings) to obesity.

Aims this week

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At the end of this session students will have considered the following
questions:

 What do we mean by ‘obesity’?

 What causes obesity (here we will link to work on health inequalities)?
 What is the impact of obesity in early childhood and beyond?
 What health promotion strategies have been put forward in combatting
and preventing obesity in early childhood?

Reading
Albon, D., and Mukherji, P. (2008) Food and Health in Early Childhood,
London: Sage (pp 31-33 for basic overview)

Croker, H., Lucas, R., and Wardle, J. (2012) 'Cluster-randomised trial to

evaluate the ‘Change for Life’ mass media/ social marketing campaign in the
UK', BMC Public Health, 12: 1-14.

Obesity Health Alliance (2019) Obesity Prevention in the Early Years: The
Henry Approach, http://obesityhealthalliance.org.uk/2019/05/28/obesity-
prevention-in-the-early-years-the-henry-approach/ accessed 6.9.19

Public Health England (2019) National Child Measurement Programme:

Changes in Children’s Body Mass Index between 2006/7 and 2017/18,
London: PHE (available online at
https://app.box.com/s/hbddn16digjdhs24ocha6u40x9j9xsqh) accessed
6.9.19

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 (3): pp 227-242.

The journal Young Children has a special issue devoted to the topic: 2014,
Vol. 69 Issue 5
Session 6: Factors affecting health: the environment
In seminars this week we will go through feedback on your drafts

This week we will be thinking further about how children’s health and wellbeing
is influenced by the environment in which they live. We will consider this issue
locally and globally and make links to health inequalities.

Aims this week

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At the end of this session students will have:

 considered the effects of environmental toxins on children’s respiratory

health as well as the effects of noise pollution and the sun
 considered why very young children are especially susceptible to
environmental toxins and dangers
 examined strategies for encouraging children to keep themselves safe
and to care for the environment.
 considered the importance of green spaces for wellbeing
 examined health inequalities in relation to the environment

Reading
Health Protection Agency (2009) A Children’s Environment and Health
Strategy for the UK. Didcot: HPA

Landrigan, P. and Miodovnik, A. (2011) ‘Children’s Health and the

Environment: An Overview’ Mount Sinai Journal of Medicine, Issue 78: pp1-10

Linden, J. (2011) Too Safe for their own Good. London: NCB

McCree, M., Cutting, R. and Sherwin, D. (2018) 'The Hare and the Tortoise go
to Forest School: taking the scenic route to academic attainment via emotional
wellbeing outdoors', Early Child Development and Care, 188(7): 980-996

Teedon, P., Gillespie, M., Lindsay, K., and Baker, K. (2014) 'Parental
perceptions of the impacts the built environment has on young
children's health: A qualitative examination and lay assessment amongst
residents in four Scottish communities', Health and Place, 28: 50-57.

Independent study week after this week

Session 7: Attachment and children’s wellbeing (and

introduction to assignment B)
Emotional health is crucial throughout life, beginning in its earliest stages and
as a result of interaction with others. In this session we will consider the key
concepts of attachment and resilience. We will think about how these factors
present themselves within everyday life and their value. Moreover we will
consider the importance of positive mental health throughout the life-course.

Aims this week

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At the end of this session students will have:

 reviewed key concept of attachment and explored the different ways in

which attachment contributes to healthy emotional development
 Considered the importance of positive mental health throughout the life
course
 We will begin to look at what is needed for assignment B of the
module

Reading
Cleaver, H., Unell, I. and Aldgate, J. (2011) Children’s Needs – Parenting
Capacity: Child Abuse: Parental Mental Illness, Learning Disability, Substance
Misuse and Domestic Violence (2nd Edition). London: The Stationery Office.
This can be downloaded from:
https://www.education.gov.uk/publications/RSG/AllRsgPublications/Page11/D
FE-00108-2011

Gerhardt, S. (2004) Why Love Matters: How Affection Shapes a Baby’s Brain.
Hove: Brunner-Routledge.

Manning-Morton, J. (2014) ‘Feeling Good: Emotional Well-being and Social

Relationships’. In Manning-Morton, J. (ed) Exploring Well-Being in the Early
Years. Maidenhead: OUP

Underdown, A. (2007) Health and Well-being in Early Childhood.

Maidenhead: Open University Press (chapter 3)

Woodhead, M., Montgomery, H., and Burr, R. (2003) ‘Adversities and

Resilience’. In H. Montgomery, R. Burr, and M. Woodhead (eds) Changing
Childhoods: Local and Global, Milton Keynes: OUP

Session 8: Historical and socio-cultural perspectives on

protecting children’s welfare

Definitions of adult behaviours and actions towards children that constitute

child abuse have evolved historically and differ cross-culturally. Thus,
examining what constitutes ‘abuse’ and appropriate responses to this can be
complex.

Aims this week

At the end of this session students will have:

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  considered how understandings of child abuse and how to respond to it
change across time and space
 considered how this presents dilemmas for protecting children
 looked at the issues of FGM and smacking as examples of practices that
highlight how what constitutes ‘abuse’ differs according to context
 been introduced to assessment B – the literature review

Reading
Alhassan, Y.N., Barrett, H., Brown, K. and Kwah, K. (2015) ‘Belief Systems
Enforcing Female Genital Mutilation in Europe’, International Journal of
Human Rights in Healthcare, 9(1): 29-40

Children’s Rights Alliance for England and Save the Children (2004) It Hurts
You Inside: Young Children Talk About Smacking, London: Children’s Rights
Alliance for England and Save the Children,
http://www.crae.org.uk/media/26377/it-hurts-inside-summary-report.pdf
accessed on 3.9.18

Freeman, M., Saunders, B.J. (2014) ‘How Can we Conquer Child Abuse if
We Don’t Outlaw Physical Chastisement of Children’, International
Journal of Children’s Rights, 22: 681-709

Lindon, J. (2012) Safeguarding and Child Protection 0-8 Years (4th ed),
London: Hodder Education (see pp 105-112)

Montgomery, H. (2003) ‘Intervening in Children’s Lives’, in H. Montgomery, R.

Burr, M. Woodhead (Eds) Changing Childhoods: Local and Global, Milton
Keynes: OUP
Friday 22nd November is hand in for assignment A – you should be
working this up for submission

Session 9: Understanding the signals of abuse

In this session, we will review the main types of abuse and we will also
consider the signals shown by children that could indicate they have been or
are being abused.

Aims this week

At the end of this session, students will have:

 reviewed definitions of child abuse

 critically explored what constitutes child abuse
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  explored and reflected on the signs and signals of abuse
 considered what causes child abuse: dysfunctional adults or social
and environmental inequalities
 begun searches for the literature review assignment (in the seminar)

Reading
Cleaver, H., Unell, I. Aldgate, J. (2011) Children’s Needs – Parenting
Capacity: Child Abuse: Parental Mental Illness, Learning Disability, Substance
Misuse and Domestic Violence. (2nd Edition). London: The Stationery Office.

Degli Esposti, M., Humphreys, DK, Jenkins, BM, Gasparrini, A., Pooley,
S., Eisner, M., and Bowes, L. (2019) 'Long-term trends in child
maltreatment in England and Wales, 1858–2016: an observational, time-
series analysis', Lancet Public Health, 4: 148–58

HM Government (2018) Working Together to Safeguard Children: A Guide to

Inter-agency Working to Safeguard and Promote the Welfare of Children.
https://www.gov.uk/government/publications/working-together-to-safeguard-
children--2 (chapter 2 especially)

Lindon, J. (2012) Safeguarding and Child Protection 0-8 Years (4th ed),
London: Hodder Education (chapters 2, 3 and 5 especially)

Powell, J. and Uppal, E. (2012) Safeguarding Babies and Young Children; A

Guide for Early Years Professionals. Maidenhead: OUP. (see part 2)

Taylor, J., Stalker, K. and Stewart, A. (2016) ‘Disabled Children and the Child
Protection System: A Cause for Concern’, Child Abuse Review, 25: 60-73.

Session 10: Children in need and children in need of

protection
An understanding of what is meant by a ‘child in need’ and a ‘child in need of
protection’ is an important concept in policy in the UK. As well as examining
this concept, we will think about the extent and possible causes of child abuse.

Aims this week

By the end of the session students will have:

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  gained insight into the legal framework and statutory guidance
underpinning the identification and support of children in need and
children in need of protection
 considered the role of professionals and communities in safeguarding
children
 developed an understanding of who we mean by ‘children in need’ as
well as ‘children in need of protection’ (including statistics on this) and
have considered the thresholds for statutory assessment

Reading

Hall, D. and Elliman D. (2006) Health for all Children. (4th Edition). Oxford:
Oxford University Press. (see e.g. chapter 15)

HM Government (2018) Working Together to Safeguard Children: A Guide to

Inter-agency Working to Safeguard and Promote the Welfare of Children.
https://www.gov.uk/government/publications/working-together-to-safeguard-
children--2

Lindon, J. (2012) Safeguarding and Child Protection 0-8 Years (4th ed),
London: Hodder Education

Lumsden, E. (2014) ‘Changing Landscapes in Safeguarding Babies and

Young Children in England’, Early Child Development and Care, 184(9-10):
1347-1363.

Wells, J. (1993) ‘The Participation of a Three-Year-Old in Child

Protection: A Challenge to Orthodox Intervention’, Child Abuse Review,
2: 42-46

TUTORIALS IN THE FOLLOWING WEEK

EARLY CHILDHOOD GRADUATE PRACTITIONER COMPETENCIES

You will have workshops which will look at practice issues relating to health,
wellbeing and safeguarding. This table gives an indication of how the content in the
taught module will support the development of these competencies.

Competency 3
Work directly with young children, families and
colleagues to promote health, well-being, safety and
nurturing care.
3.1 Explain what factors influence health and The health module looks at concepts of health
wellbeing. and wellbeing – factors which influence health
the importance of policies and legislation and wellbeing which are examined in depth

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▪ the identification of risks relate to inequalities, notably those relating to
▪ know how to identify and respond when a child is poverty
unwell or injured and may require urgent and non-
urgent medical situations
▪ how to store and dispose of medicines The practice elements around food preparation
▪ practice good hygiene etc… are not dealt with directly in the module.
▪ food preparation
▪ safe waste disposal
▪ how to use and maintain equipment and know how
to access relevant training

3.3 Apply data protection legislation to practice.

3.4 Know and demonstrate how to complete a risk

assessment and apply in practice.

3.5 Understand factors which influence nutritional
health and integrate knowledge about current dietary
guidance into practice, including early feeding and
weaning.
3.6 Demonstrate the application of knowledge and
understanding about the importance of respectful
nurturing care routines including:
▪ Personal care
▪ Meal time routines
▪ Rest, sleep and ‘quiet’ time
▪ Physical activity and mobility
The health module has an entire session on food
looking not only at nutrition but also the social
significance of food. The module looks at the
way food is entwined with one’s sense of
identity too. It looks at early feeding and
weaning looking more at different cultural ideas
around these topics
The health module looks at this area to some
degree – more in relation to mealtimes and
physical activity

3.7 Have relevant knowledge to support and manage

children with on-going health conditions.

3.8 Demonstrate how to promote health and educate
children and families about health-related matters.
The health module examines health promotion
strategies although not so much in terms of
direct work with children and families in
settings. Assessment A encourages a critique of
health promotion strategies e.g. leaflets, video
etc…

Competency 5
Safeguarding and child protection
5.1 Know the wider legislative and statutory The health module looks at the national policy
guidance for the safeguarding including child context for safeguarding with a focus on the key
protection, whistle blowing, digital safety and how principles and statutory responsibilities
these are articulated into setting policy.

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5.2 Recognise when a child may be in danger or at
risk of serious harm and the procedures that must be
followed.

5.3 Appreciate the importance of working with The need for working together is emphasised in
others to safeguard and promote the well-being of the health module in relation to safeguarding (we
infants and young children. look at some of the challenges this presents too)

5.4 Evidence advanced knowledge about child Students do a lit review for the health module
abuse, the wider theoretical perspectives about the and an understanding of one area of abuse e.g.
causes of abuse and the potential implications for DV and its impact (as well as the challenges and
young children’s outcomes. prevalence of it) is expected

5.5 Apply knowledge of adverse childhood

experience, including child abuse to individual
planning to promote:
▪ resilience (including, managing challenge, self-
efficacy and self-regulation)
▪ early learning
▪ health and well-being
▪ next steps

5.6 Evidence and apply knowledge and The health module (in seminars) looks at uses of
understanding of how globalisation and technology technology both in safeguarding (PANTS) and
may pose safeguarding risks for young children. also the risks of technology with a focus on EYs

5.7 Know when to signpost to other services or The health module touches on this in terms of
designated persons within the setting to secure designated person.
young children’s safeguarding and protection.

Competency 9
Professional development
9.1 Demonstrate self-awareness and knowledge of Issues of social justice permeate a lot of the
anti-discriminatory practice, promoting social health module and are key to LO2
justice and the importance of valuing difference,
including gender, ethnicity, religious affiliation and
sexual orientation.

9.2 Evidence skills in enabling the voice of young
children to be heard.
The health module thinks about the child’s voice
on matters of health and wellbeing e.g. the issue
of competency/innocence in relation to
safeguarding and we look at books aimed at
children in empowering them to talk about abuse

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