HED107

National Open University of Nigeria Plot 91, Cadastral Zone, Nnamdi Azikwe Express Way,
Jabi Abuja
B.Sc(Ed) Health Education
COURSE TITLE: HEALTH PROBLEMS OF SCHOOL AGE CHILD (HED 107)

Course Team:
Dr. AKOREDE S. N. (Writer)

[email protected]
Dept of Human Kinetic and Health Education, of Education ABU Zaria
Prof. F. B. ADEYANJU (Editor)

[email protected]
Dept of Human Kinetic and Health Education, Fac. of Education ABU Zaria
NATIONAL OPEN UNIVERSITY OF NIGERIA

National Open University of Nigeria
Headquarters
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e-mail: [email protected]
Published by
National Open University of Nigeria
All Rights Reserved

Kindly provide a blurb for this course
CONTENTS PAGE
Introduction…………………………………………………………………………..iv
What you will learn in this course……………………………………………………………iv
Course
Competencies………………………………………………………………………………….v
Course Objective……………………………………………………………………………..v
Working through the Course…………………………………………………………………v
Course Materials……………………………………………………………………………..vi
Study Units…………………………………………………………………………………...vi
Assessment…………………………………………………………………………………..vi
The presentation Schedule…………………………………………………………………..vii
Tutor-Marked Assignment………………………………………………………………….vii
Final Examination and Grading…………………………………………………………….vii
Course Marking Scheme……………………………………………………………………vii
Course Overview……………………………………………………………………………vii
How to Get the Most from this Course……………………………………………………..viii
Summary……………………………………………………………………………………..x
INTRODUCTION
The concept of health is seen by most individuals as just the absence of disease or infirmity
but health encompasses a lot of other factors which includes the physical, mental, emotional
and social well-being which enables one to live effectively and enjoy life. Wellness is an
extended idea of health. Wellness transcends the concepts of healthiness. Healthiness,
therefore, can be defined as optimal health and vitality encompassing intellectual, emotional,
spiritual, environmental wellbeing, social and interpersonal. Wellness and healthiness in any
aspect are not static goals but are dynamic processes of change and growth.
Health problem usually results due to failure to develop full health potentials. These failures
are due to a number of reasons. One of the most significant actions affecting our health is
decision-making. The choices and decisions we make can have a direct bearing on our
healthy and effective living. The action we choose to take, or decide not to take may affect
our growth and development, the condition of our body, the maintenance of improvement of
our health, obviously, our decisions concerning health matters greatly affect our health and
life.
WHAT YOU WILL LEARN IN THIS COURSE
This course guide tells you briefly what to expect from reading this material. The material
you require and how you can successfully work through this course are discussed. It suggests
some general guideline for the amount of time you may wish to spend in each unit of course,
your continuous assessment and evaluation of the course.
COURSE COMPETENCIES
The aim of this course is to expose you to the inherent concepts in health. More specifically,
 the course is aimed at explaining the meaning of health;

 elements of growth and development and health problems.
 This course aims to provide an indepth understanding in the common causes of health
problems in children and
 how to identify these problems in order to care for these children adequately.
COURSE OBJECTIVES
In addition to the above aims, this course has four modules and total 13 units with specific
objectives of each unit defined. These are always included in the beginning of a unit. You are
advised to read them carefully before you start reading through the unit. You may wish to
refer to them as you read through the unit and/or at the end of the unit to ascertain the level of
your progress, and to make sure that you have done what you are required to do in the unit.
On successful completion of this course, you should be able to do;
1. Explain the concept of health problems
2. Explain the term ‘healthy child’
3. identify some outward indices or characteristics of a healthy child
4. identify some of the indices or characteristics of mentally healthy children
5. state some of the physical characteristics of the pre-school child
6. Define development and growth
7. Identify similarities and differences in growth and development
8. Identify the implications of development pattern to learning
9. explain some common causes of health problems in children
10. Identify possible ways of preventing low birth weight and prematurity
11. Mention some forms of malnutrition
12. Enumerate some physical defects observed in school children
WORKING THROUGH THE COURSE

In order to complete this course successfully, you are required to read the reference books,
the study units, and any other material provided by NOUN. You are also required to spend a
lot of time to study the content of this material. Do your tutor-marked assignments and
consult your facilitator where necessary.
STUDY UNITS
There are 13 study units in this course. They are as follows:
Module 1
Unit 1 Roles played by the Teacher in Promoting the Child’s Health
Unit 2 The Healthy Child
Unit 3 Indices or Characteristics of a Mentally Healthy Child
Module 2
Unit 1 Physical Growth and Development
Unit 2 Growth and Principle of Development
Unit 3 Types of Development
Unit 4 Factors Influencing Development in School Children
Module 3
Unit 1 Common Causes of Health Problems in Children
Unit 2 Factors That Leads to Low Birth Weight
Unit 3 Common Health Problems in Children
Unit 4 Some Physical Defects Observed in School Children
Unit 5 The Functions of the School
Module 4
Unit 1 Revision and answer to activities
COURSE MATERIALS
You will be provided with the following
 Course Guide
 Study Units
In addition, you are required to consult the recorded textbooks and do your assignment
ASSESSMENT
There are two main forms of assessments in this course that will be scored: the Continuous
Assessments and the Final Examination. The continuous assessment shall be in three fold.
There will be three Computer Based Assessments. The computer-based assessments
will be given in accordance to university academic calendar. The timing must be strictly
adhered to. The Computer Based Assessments shall be scored a maximum of 10% each.
Therefore, the maximum score for continuous assessment shall be 30% which shall form part
of the final grade.
The final examination for HED 127 will be maximum of two hours and it takes 70 per cent of
the total course grade. The examination will consist of 70 multiple choice questions that
reflect cognitive reasoning.
THE PRESENTATION SCHEDULE

The presentation schedule gives you the important dates for the completion of your
computer-based tests, participation at facilitation and participation in forum discussions.
Remember, you are to submit all your assignments at the appropriate time. You should guide
against delays in submitting your computer-based tests..
FINAL EXAMINATION AND GRADING

The final examination for this course will be three hour duration. It will have a value of 70%
of the overall marks. The examination will consist of questions which reflect the type of self-
test, activities and computer-based tests.
COURSE MARKING
The following tables lays out how the actual course marking is broken down.
Assignment Marks
Computer-based tests 3 Computer-based tests @ 10 each = 30% of each mark
Final exam total 70% overall course mark 100% of course mark
COURSE OVERVIEW
An overview of the meaning of health; wellness; health problem; growth and
development. Outward indices or characteristics of a healthy child were discussed. The
indices or characteristics of mentally healthy children were equally discussed. Some of
the physical characteristics of the pre-school child were identified and the similarities and
differences in growth and development were explained. Malnutrition was explained in
this guide and some physical defects observed in school children were highlighted and
explained.
This table brings together the units and number of hours you should take to complete to
complete them and the assignment that follow them.
Unit Tittle of Work Hours Assignment

Course Guide
Module 1
1 Roles Played by the Teacher in 3 Assignment 1
Promoting the Child’s Health
2 The Healthy Child 3 Assignment 2
3 Indices or Characteristics of a Mentally 3 Assignment 3
Healthy Child
Module 2
1 Physical Growth and Development 3 Assignment 4
2 Growth and Principle of Development 3 Assignment 5
3 Types of Development 3 Assignment 6
4 Factors Influencing Development in 3 Assignment 7
School Children
Module 3
1 Common Causes of Health Problems in 3 Assignment 8
Children
2 Factors That Leads to Low Birth 3 Assignment 9
Weight
3 Common Health Problems in Children 3 Assignment 10
4 Some Physical Defects Observed in 3 Assignment 11
School Children
5 The Functions of the School 3 Assignment 12
Module 4
1 Revision Answers to activities
HOW TO GET THE MOST FROM THIS COURSE

To get the most in this course, you need to have a personal computer and internet facility. This
will give you adequate opportunity to learn anywhere you are in the world. Use the Intended
Learning Outcomes (ILOs) to guide your self-study in the course. At the end of every unit,
examine yourself with the ILOs and see if you have achieved what you need to achieve.
Carefully work through each unit and make your notes. Join the online real time facilitation
as scheduled. Where you missed the scheduled online real time facilitation, go through the
recorded facilitation session at your own free time. Each real time facilitation session will be
video recorded and posted on the platform.
In addition to the real time facilitation, watch the video and audio recorded summary in each
unit. The video/audio summaries are directed to salient part in each unit. You can assess the
audio and videos by clicking on the links in the text or through the course page.
Work through all self-assessment exercises. Finally, obey the rules in the class.
SUMMARY
HED 127 exposes you to various concepts in health problems that affect school children,
which are applicable to school level. After you have completed this course, you will be
equipped with the basic knowledge of these methods and how to apply them in primary
school. You will be in position to answer these types of questions:
1. Explain the concept of health problems

2. Explain the term ‘healthy child’
3. Mention some outward indices or characteristics of a healthy child
4. Mention some of the indices or characteristics of mentally healthy children
5. Mention some of the physical characteristics of the pre-school child
6. Define development and growth
7. Identify similarities and differences in growth and development
8. Identify the implications of development pattern to learning
9. Describe some common causes of health problems in children
10. Identify possible ways of preventing low birth weight and prematurity
11. identify some forms of malnutrition
12. Enumerate some physical defects observed in school children
We wish you success in your course

TABLE OF CONTENTS
Module 1: Child’s Health

Unit 1 Roles Played by the Teacher in Promoting the Child’s Health ………
Unit 2 The Healthy Child………………………………………………
Unit 3 Indices or Characteristics of a Mentally Healthy Child………………
Module 2 Growth and Development
Unit 1 Physical Growth and Development…………………………………
Module 3 Health Problems
Unit 1 Common Causes of Health Problems in Children…………………
Unit 2 Factors That Leads to Low Birth Weight ……………………
Unit 3 Common Health Problems in Children………………
Unit 4 Some Physical Defects Observed in School Children……
Unit 5 The Functions of the School……………………………………
Module 4
Revision and answers to activities…………………………………………
MODULES 1 CHILD’S HEALTH
Introduction
Unit 1 Roles Played by the Teacher in Promoting the Child’s Health

Unit 2 The Healthy Child
Unit 3 Indices or Characteristics of a Mentally Healthy Child
UNIT 1 (HED 107): ROLES PLAYED BY THE TEACHER IN

PROMOTING THE CHILD’S HEALTH
CONTENTS
1.0 Introduction
2.0 Intended Learning Outcomes (ILOs)
3.0 Main Content
3.1 Definitions of Heath Problems
3.2 Factors Influencing Health Problems
3.3 Determinants of Health
3.4 The Roles Played by the Teacher in Promoting the Child’s Health
3.5 The Concept of Normal Child
4.0 Self-Assessment Exercise

5.0 Conclusion
6.0 Summary
7.0 References/Further Reading
1.0 INTRODUCTION
Definition of Health
The term Health has been defined as the quality of physical, emotional, mental
and social wellbeing which allows one to live effectively and enjoy life Health
is a positive quality of individual that leads to the total development of the body
and its various systems, and not just the absence of deformity or illness. Health
is a positive quality of life, which is concerned with all aspects of the ‘WHOLE
MAN’.
However, there are degree of ‘wellness’ just as there are degree of illness;
physical, mental and social wellbeing are interrelated. Health is the quality of
life that renders the individual fit to live most and to serve best. Health is a
sense of balance resulting in adaptation between human beings and the
environment. It is incontrovertible that the health of the people is the greatest
natural resource of a nation, upon which all their happiness and all their powers
as a state depend.
Ill-Health is a significant factor that reduces our effectiveness. We will regularly
contract mild or severe illness that interfere with our functioning abilities, and
each of us will eventually die as a result of disease or some form of
disfunctioning of the body or apart of the body. However, what is vitally
important for us to be concerned about is the unnecessary suffering and
premature deaths resulting from preventable health problems.
2.0 INTENDED LEARNING OUTCOMES (ILOs)

By the end of this unit, you will be able to:
1. Define health.
2. Explain the concept of health problems.
3. List and explain the factors influencing health problems.
4. List the determinants of health.
HOW TO STUDY THIS UNIT

1. Read carefully this unit as many times as you can.
2. Take note of the important points and ideas.
3. Do the activities and assignment in this unit. Do not look at the answer to
this unit at the end of the book before you do the assignment.
4. Follow the above procedure carefully for a better understanding of this
unit.
NOTE: All answers to the activities in this unit are at the end of this book.
3.0 MAIN CONTENT
3.1 Definitions of Health Problems
Authors such as Mohammed, Suleiman and Musa (2013), describe health as not
the finest flower of life but, it is the seed from which the finest flower grows.
While health problem is the outcome effect upon the seed or human
effectiveness. Health problems usually results from failure to develop full health
potentials. These failures are due to lack of adequate health knowledge,
misinformation about health matters, development of hazardous life styles,
inadequate health knowledge, misinformation from Government (local, state
and federal) on health matters, poor background (parental or financial) and lack
of good guidance and counselling by relatives and friends.
One of the most significant actions affecting our health is decision-making. The
choices and decisions we make can have a direct bearing on our healthy and
effective living. The action we choose to take, or decide not to take may affect
our growth and development, the condition of our body, the maintenance of
improvement of our health, obviously, our decisions concerning health matters
greatly affect our health and life.
3.2 Factors Influencing Health Problems

For a better understanding of health and health education, it is necessary to
discuss the essential factors that influence health. These are inter-related factors
which add to the total functioning of the individual. These factors are
categorized as our major health concepts, each influencing to some degree of
the development and maintenance of physical wellbeing and emotional stability
(John et al, 1990) these factors includes:-
i. Heredity ii. Growth and development iii. Environment iv. Interaction
v. Education
Factors Influencing Health
Problems
Growth and
Heredity development
Environment Interaction Education
Fig. 1.1: Factors Influencing Health Problems
(i) Heredity – The innate endowment given each individual by his or her
ancestors, is a major factor influencing individual health. Every generation passes
on to the next distinctive genetic message, transmitted via chromosomes and
genes in the parental sex cells and influencing, to a remarkable extent, the exact
physical and biological characteristics to be expected in the offspring. Good
heredity provides the basis for a complete contribution, normal intelligence and
a well-developed body. Effective living signifies that you as a person are utilizing
all your innate capacities to the fullest extent. For example, one inherits physical
appearance, intelligence (IQ) and some disease from parents e.g. Diabetes,
Epilepsy, high blood pressure, migraine and coronary heart disease.
(ii) Growth and Development - Growth and development include the emerging
and expanding of our inherited capacities that enable us to function effectively.
Growth and development result in growing in size and growing up or maturing
in structure and function physically, mentally and socially. Physical, mental
(including emotional) and social growth and development are inter-related so as
to make growth and development complex factors and often times difficult to
understand. Healthy growth and development produce a well integrated
individual capable of attaining his own potentialities and contributing to the
betterment of his group and society.
(iii) Environment - The environment, whether man-made or natural health
hazards threaten human life. Therefore, we need to fashion our environment to
keep us healthy. Certainly, the possible ways in which environment can
condition health of human beings are limitless then include: food, climate,
clothing, shelter, availability of medical care, superstitions, religious beliefs,
general socio-economic circumstances, occupational hazards, accidents all play
an important role in individual health.
(iv) Interaction - Life involves a constant interaction between the people and
their environment. Interaction between people and their environment are
essential factors affecting their health and effective living. We must, from time
to time, consider how we can adjust to our environment, how we can change it
to provide favourable conditions without detrimental effects to us or to the
environment itself. Discovering and development of drugs industries and
products have all made life easier. These in turn have presented us with some
complex health hazards and made life more difficult. Interaction with people
and societies made life both easy and difficult at the same time. Therefore, one
needs to be informed about health matters so that he/she can behave more
intelligently to avoid hazards and to live more fully.
(v) Education and Health - The health of any individual in a society is usually
very closely related to society’s level of health education. Many illnesses are
completely and easily preventable if the people are properly informed via some
educational channels. Even the chronic complications of many of the more
serious diseases can often be avoided, among well-informed individuals, by the
process of early diagnosis and treatment.
Health Education, to be maximally effective, must reach every level of society,

consequently, effective health education must utilize all possible media like,
magazines, newspapers, radio, cinema and television. They are all requisite for
permitting education to strengthen the health of individual and of the nation.
The fruitful application of modern health education to everyday living depends
on developing a mature psychological attitude towards a sound life-long
programme of personal health habits.
>
Health
Fig 1.2: Factors Influencing Health
3.3 Determinants of Health

Health, as a vital and fundamental goal of man, provides the keystone necessary
for optimum physiological and sociological development of responsible and
contributing individual in a democratic society Kajang and Jatau (2003). Health
operates as a total force affecting every level of human endeavour – thus
directly influencing one’s way of life by improving personal efficiency in the
attainment of individual’s goals. The primary goal of Health Education is to
provide learning experiences relevant to youth’s needs and interests that will
lead to the acquisition of factual health knowledge, sound attitudes and
responsible behaviour. The behavioural outcome from a health education
programme of activities is a person who is intelligently assumes his share of
responsibility for his own health and that of his family and the community at
large.
Individual wellbeing is determined by four factors:-

 Environment
 Human biology
 Health care resources, and
 Behaviour or life style
In-Text Question
What are the factors that determine wellbeing
3.4 The Roles the Teachers Should Play in Promoting

the Child’s Health
It should be noted that the most essential thing in the universe is life, the most
vital form of life is human life and the most significant human life is one’s own.
The teacher should see every child’s life as valuable as his or her own. To the
conscientious teacher, a child’s health is as vital as the teacher’s health.
What the teacher does to maintain, promote and protect the health of school
children is more than any teaching service which can bring personal
gratification.
The teacher should, therefore, understand the children he comes in contact with
and their health and applies this knowledge to successfully promote their health.
The teacher should be able to identify problems noticed in children and
recommend solutions to these problems.
The (teachers) must possess a sound understanding of children, their growth

process, their health and their health problems. The teacher must understand and
appreciate the individual child’s health. Children that do not experience the
same kind of health problem and not at the same time so must be treated
individually.
The teacher should report to the school authority and parents any health
problem noticed in a child. Because he or she may be in the best position to
observe first that a particular child does not seems to be normal in some aspect.
The teacher should cultivate a habit of daily observation of the child.
3.5 The Concept of Normal Child
What is the term, normal child? - Normal is that which is regarded as the
usual, not an absolute but in terms of a range. Although each child in a
classroom is unique, different from all others, all the children may be normal,
within the usual range as accepted by society. So normal is that which is
acknowledged as typical. It must be regarded as encompassing a range of
conceptions than a single entity. It includes the typical and extends to both sides
of average. No two individuals are exactly the same, each is unique or different
either physically, mentally, socially or emotionally, yet those people may be
considered within the normal range. E.g. pre-school age children 1 – 4 years.
In actual school practice, most cases fall certainly in the normal range, whether
a psychological, a physical or a social phenomenon is being assessed.
4.0 SELF-ASSESSMENT EXERCISE

i. Mention any three (3) roles the teacher should play in promoting the
child’s health
ii. Explain the term ‘normal child’
iii. Discuss the teacher’s role in promoting the child’s health.
5.0 CONCLUSION
Health is fundamental to development of a child and a teacher have a role to
play in development of a normal child.
6.0 SUMMARY
In this unit, you have learnt about roles that the teachers should play in
promoting the child’s health. You also have learnt about the concept of a normal
child.
REFERENCES/FURTHER READING
Mohammed, S., Suleiman, M.A. & Umar, M. (2013). Handy tabs on health.
Zaria: Ahmadu Bello Press Limited.
http://www.ijhssi.org/papers/v2(5)/version-2/D252934.pdf
UNIT 2 THE HEALTHY CHILD
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Healthy Child
3.2 Outward Indices or Characteristics of a Health Child
5.0 Conclusion
6.0 Summary
7.0 References/ Further Reading
1.0 INTRODUCTION
One may think of health and wellness as personal concerns. Wellness is an
expanded idea of health. Most people think of health as being just the absence
of physical illness. Wellness surpasses the concepts of healthiness. Healthiness,
therefore, can be defined as ideal vitality and health encompassing intellectual,
emotional, spiritual, social, interpersonal and environmental wellbeing. No
matter what one’s health status or age one can optimize your health in six
interrelated dimensions. Healthiness and Wellness in any way are not inert goals
but are dynamic processes of growth and change.
In this unit, you will learn about a healthy child. You will also learn about
outward indices or characteristics of a healthy child.

 explain the term ‘healthy child’
 ii. appraise some outward indices or characteristics of a healthy child.
HOW TO STUDY THIS UNIT

1. Read carefully this unit as many times as you can.
2. Take note of the important points and ideas.
3. Do the activities and assignment in this unit. Do not look at the answer to
questions on this unit at the end of the book before you do the assignments
4. Follow the above procedure carefully for a better understanding of this
unit.
3.0 MAIN CONTENT
3.1 The Healthy Child
Health is regarded as that quality of wellbeing that enables one to live
effectively and enjoyable. It is considered a means to an end.
The six dimensions of wellness include the following:

1. Physical wellness: Ideal physical health requires exercising, eating well,
making responsible decisions regarding one’s health and avoiding harmful
habits.
2. Emotional wellness: Self-esteem, optimism, trust, self-control , self-
acceptance, self –confidence, , trust, ability to share feelings and
satisfying relationships.
3. Intellectual wellness: This is the hallmarks of intellectual health which
includes an openness to new ideas or innovations, a capacity to think critically
and question, a sense of humour, curiosity, creativity and the motivation to
master new skills.
4. Spiritual wellness: To enjoy spiritual wellness is to process a set of guiding
principles of values that give meaning, beliefs and purpose to one’s life.
5. Social and Interpersonal wellness:
A satisfying relationship is basic to both emotional health and physical. We
need to have equally loving, supportive people in our lives. Developing
interpersonal wellness means developing the capacity for intimacy, cultivating
support network of caring friends or family and learning good communication
skills.
6. Planetary or environmental wellness increasingly, personal health depends on
the health of the planet-from the degree of violence in the society to
safety of food supply.
According to Mohammed, Suleiman and Umar, (2013), it is relevant to the best

interest of the children in a classroom that the teacher is conscious of the health
status of every child, whether the child has normal health or is ill or sick. The
teacher should have a positive frame of mind and think in terms of the attributes
or qualities of health each child possesses. The individual differences are
observed in children compositional makeups. One child may be such that he or
she has great vitality and almost unlimited energy, endurance and ability to
recover, even though neither the child nor the parents follow the accepted
practices of good health promotion. Another child may possess a composition
that is adequate for a typical living but must practice every principle of health
promotion to be able to maintain a normal level of health. Normal health cannot
be appraised in terms of physical size or in terms of muscular strength.
In appraising a school child’s health in terms of the capacity to carry on the
activities he or she wishes to and has a right to engage in, the personality of the
individual child must be considered.
In-text Question
List six dimension of wellness
3.2 Outward Indices or Characteristics of a Health
Child
These indices or characteristics are interpreted in relative terms and not in

absolute terms. Physical medical examination by doctors assisted by laboratory
tests is essential for deciding a person’s precise health status. For practical
purposes, therefore a teacher can observe certain outward characteristics a
general standard of health. A teacher who is so familiar with the child’s normal
condition can easily notice or observe any change (deviation) from the normal
pattern in the overall condition of the child.
The following characteristics are highlighted by Kayang and Jatau,(2003):
1. Buoyancy – The healthy child possesses a feeling of lightness. They run

around as if they carry no weight and have a feeling as they have no
particular physical restriction to movement.
2. Unaware of the Body – A healthy child is not aware or conscious of the
existence of his or her body. It is also the same with healthy adults, it is
only when they are sick that they may show any recognition of the
existence of any part of their physical being.
3. Pleasure in Activity – Every normal child shows great interest in
physical activity and he or she prevented or stopped from this either
physically or psychologically he/she becomes frustrated. A teacher
should recognize that the moment children become restless in the
classroom; they should be allowed to do a little bit of physical activity.
4. Sufficient Energy – Healthy children possess the energy to do the things
they want to do. This does not, however, mean that they have a great deal
of muscular power, but they have a feeling of it.
5. Sleeps well and recovers from the day’s fatigue – A healthy child
sleeps well and recovers quickly from the day’s fatigue.
6. Relaxation – A healthy child always at ease in the school, but a child
who is constantly tense is not a healthy child of today or a healthy adult
of tomorrow. Constant tension reveals a psychological problem.
7. Appetite and not irregular appetite (capricious) – A healthy child has
a regular appetite. However, the teacher should be concerned about a
child with a very poor appetite.
8. No appreciable Variation in weight – Healthy children does not show
an appreciable variation or changes in their weight. During their school-
age years, they experience a steady increase in weight. There could be
noticeable changes in the rate of increase which is quite normal, but a
child whose weight continues to fluctuate or is irregular needs a thorough
physical checking.
9. Absence of disabling remediable defects – A healthy child is able to
adapt to any disability. Freedom from defects that limit the effectiveness
of one’s activities is important to optimum health. For example, some
defects are not disabling such as a loss of a toe or finger. Some defects
are not remediable so the health of the children must be looked into.
However, most of the defects can be corrected or compensated for.

i. Briefly explain the term ‘healthy child’
ii. Mention any five (5) outward indicesin characteristics of a healthy child
iii. State any five (5) characteristics of a healthy child and briefly explain
them.
4.0 CONCLUSION
5.0 SUMMARY
In this unit, you have learnt about a healthy child. You have also learnt about
7.0 REFERENCES/FURTHER READING

Kajang, Y. G. & Jatau, A. A. (2003). Education for healthy living and national
development. Jos, Plateau: Matches Publishing Ltd. In conjunction with
Dan-Sil Press.
Mohammed, S., Suleiman, M. A & Umar, M., (2013). Handy tabs on health
education. Zaria: Ahmadu Bello University Press Limited.
http://www.euro.who.int/en/media-centre/sections/press-
releases/2013/10/healthy-children-learn-best
https://www.youtube.com/watch?v=fXf3CCyhLGU
https://cookchildrens.org/about/promise/Pages/Healthy-Child-2020.aspx
ANSWERS TO SELF-ASSESSMENT EXERCISE

UNIT 3 INDICES OR CHARACTERISTICS OF A MENTALLY
HEALTHY CHILD
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Healthy Child
3.2 Outward Indices or Characteristics of a Health Child
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
There is no doubt that everyone wants to enjoy a high level of mental health, but
most people would no doubt run into some problems in an attempt to describe
the most desirable state. Mental health includes both maturity of character and
emotional stability and also the strength to withstand stress integral in living in
today’s society without unwarranted psychological or physical discomfort.
Mental health also implies the ability to judge reality accurately and those
things in term of their long-range rather than short time value. (Kajang, & Jatau,
2003)
The degree of a person’s mental health is relative since not one person has all
the attribute of a healthy mental state all the time. A person’s status or condition
of mental health is persistently varying dependent on type and intensity of the
forces acting upon such a person and his activities.
If everyone were to critically appraise his or her physical health status, she/he
would observe that everyone has minor deviations from the normal. It is also
likely that a person deviates from normal in one particular’ way, and yet is
capable to make his daily adaptations in such a way that such aberration does
not create distraction from effective living or handicap.
In this unit, you will learn about the indices or characteristics of mentally
healthy children.
2.0 INTENDED LEARNING OUTCOME (ILOs)

By the end of this unit, you will be able to
 categorise some indices or characteristics of mentally healthy children.
3.0 MAIN CONTENT

3.1 Indices or Characteristics of Mentally Healthy Children
Though every child is unique, a prototype and or an individual for purposes of

understanding children’s mental health attributes are seen as a whole and not
being individualized. A school should strive to develop the following qualities
in each child to assure a high level of adjustment during childhood and
adulthood.
1. A healthy child possesses a high level of self-confidence. Every child

should have a feeling of worthiness and that others have high regards for
him or her.
2. A healthy child needs security – no person reaches absolute security, but

normal children seek and need acceptance by their own group.
3. Confidence – All children have a feeling of inferiority however when the
acquisition of skill and experience are made, much of this inferiority
feeling is replaced.
4. Courage – Children who possess courage to face new and difficult tasks
are able to live a valuable, effective and enjoyable life but a child who
possesses a fear of failure has a problem even in childhood as well as in
adulthood.
5. Orderliness – A normal healthy child has some degree or level of
orderliness. This quality is important for efficient living.
6. Adaptability – A mentally healthy child can adapt very easily to life-
changing situations. Good mental health needs the flexibility to adjust to
changes with a minimum of disturbances.
7. Self-discipline – A mentally healthy child is able to have control over his
or her actions rather than becoming a slave to indolence.
8. Sincerity – A mentally healthy child is sincere. Everyone appreciates and
even admires a sincere individual.
9. Emotional Control – When the self is frustrated, it begins to exhibit
negative emotions. A mentally healthy child must learn to restrain or
control these negative emotions.
10. Quick recovery from disturbing experiences – every individual comes
across disturbing experiences and even tragedies. A mentally healthy
child, although can be disturbed emotionally, is able to recover or
overcome it rather quickly.

i. Mention any five (5) indices or characteristics of mentally healthy
children.
ii. Outline any seven (7) indices or characteristics of a mentally healthy
child.
5.0 CONCLUSION
A healthy child is a happy child. The capacity for retention ability might be
dependent on the child’s health and all the characteristics of a mentally healthy
child can come to the fore through the health status
6.0 SUMMARY
In this unit, you have learnt about indices or characteristics of mentally healthy
children.

https://healthylife.com/online/mentalhealth/navyhealthportsmouth/SecIb.htm
https://www.medicaldaily.com/characteristics-good-mental-health-234619
https://www.ejmanager.com/fulltextpdf.php?mno=157-1464851421.pdf
https://www.youtube.com/watch?v=SP3LdYItXGw
MODULE 2 GROWTH AND DEVELOPMENT

Introduction
Unit 1 Physical Growth and Development
UNIT 1 PHYSICAL GROWTH AND DEVELOPMENT

1.0 Introduction
3.0 Main Content
3.1 Physical Growth and Development
3.2 Physical Characteristics of the Pre-School Child
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
Growth and development of children is a continuous and orderly process. The
sequence of growth and development remains the same in all children but the
rate at which the growth occurs may vary. Following birth, there are two
periods of rapid growth, i.e. Infancy and adolescence. The increment in growth
over a unit time is not always equal. Therefore, specific periods in a child’s life,
when the rate of growth accelerates, decelerates, or there is a safety build-up of
body tissues
 i. mention the stages of growth and development of the school child
 ii. analyse the physical characteristics of the pre-school child
3.0 MAIN CONTENT

3.1 Physical Growth and Development
Physical growth and development represent an important and special phase in
the maturity process. Understanding physiological change and the rate of
change allows the teacher to understand and know each child’s development.
To assess physical growth and development in a child, weight is the best and
most commonly employed index of physical growth. General body growth is
fast during fetal life, first or two years of postnatal life and also during puberty.
In the intervening years of mid-childhood, the growth is relatively slow down.
Brain growth is maximum in the first year of life, while some hormonal growth
(Sex hormone) is dormant during childhood and becomes conspicuous during
puberty. As the child grows and matures, general movement (Mass activity)
gives way to specific actions. For example, a young infant expresses happiness
by moving all his limbs, rolling over and making sounds. An older child would
simply smile or laugh to express the same feelings
In this unit, you will learn about the physical growth and development of
school-aged children, you will also learn about the physical characteristics of
the pre-school child.
3.2 PHYSICAL CHARACTERISTICS OF THE PRE-SCHOOL CHILD

The pre-school period marks a movement from the very rapid growth of infancy
to the slower and steady continuous growth.
 At 5 months old, the children will have doubled their birth weight.
 During the first year of an infant’s life, babies can grow 10 inches in
length and triple their birth weight.
 After the first year, a baby’s growth in length slows to 5 inches a year for
the next two years and continues from age two or three to puberty at a
rate of two to three inches each year

i. Mention the three (3) characteristics of the pre-school child
ii. State and explain any three (3) stages of growth and development of the
school-age child.
5.0 CONCLUSION
Growth and development are similar but different and it is a life long process
especially development
6.0 SUMMARY
In this unit, you have learnt about the physical growth and development of
school-aged children. You have also learnt about the physical characteristics of
the pre-school child.

Piyush, Gupta (2010). Text box of preventive and social medicine. New Delhi:
V.K Jain Publishers Ltd.
https://www.youtube.com/watch?v=EnG_lzb8T-c
https://study.com/academy/lesson/what-is-physical-development-definition-
and-examples.html

UNIT 2 GROWTH AND PRINCIPLE OF DEVELOPMENT
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Growth and Development
3.1.1 Growth Pattern
3.1.2 Similarities in Growth
3.2 3.1.3 Differences in Growth Principles of Development
3.3 Special topics in development
3.4 Pattern of Attachments
5.0 Conclusion
6.0 Summary
1.0 Introduction
This unit focused on the development of a child, its principles, similarities
between growth and development as well asthe various forms of attachments.
At the end of this unit, you should be able to:
1. distinguish between development and growth
2. identify similarities and differences in growth and development.
3. demonstrate understanding of various forms of attachments.
3.0 MAIN CONTENT

3.1 Growth and Development
We frequently hear people refer to children’s growth and development. We
should then ask ourselves are growth and development the same thing? What
does each of these expressions mean?
Growth, denotes specific increases in the child’s size and body modifications
(such as: weight, height, body mass index and head circumference). These
dimensional changes can easily be measured. It is an increase in the size and
number of cells as they split and produce fresh proteins, which results in
increased weight and size of the whole or any of its fragments (Aishiwarya,
2018).
Development characteristically denotes an increase in complexity (a change
from simple to more composite). It involves a advancement along a continuing
pathway on which the child acquires more advanced behavior, knowledge and
skills. The order is basically the same for every child, conversely the rate
differs. It is also a gradual change and expansion; advancement from a lower to
a more advanced stage of complexity the expanding and emerging of the
individual's, capacities through growth, learning and maturation (Aishiwarya,
2018).
3.1.1 Growth Pattern
Growth is definite body changes and increases in the child’s size. During the
first year of an infant’s life, babies can grow 10 inches in length and triple their
birth weight. After the first year, a baby’s growth in length brakes to 5 inches a
year for the next two years and continues from age two or three to puberty at a
rate of two to three inches each year. Puberty is a time when a major growth
spurt occurs (Ertem, 2018).
 Boys often reaches puberty at ages 10 to 15 years.
 Girls normally enter puberty between ages 8 to 13 years.
3.1.2 Similarities in Growth

 Growth starts from the head downward and from the center of the body
outward.
 Kids gain control of the neck and head first, then the arms and lastly the
legs.
 At birth, the heart, brain and spinal cord are completely functioning to
support the newborn.
 As youngsters grow, the leg and arm muscles develop followed by the
toe muscles and finger.
https://study.com/academy/lesson/what-is-development-growth-maturation-
lea <p><a href="https://study.com/academy/lesson/what-is-development-
growth-maturation-learning.html?wvideo=4576kf3idi"><img
src="/cimages/videopreview/videopreview-full/what-is-development-
growth-maturation-learning_121006.jpg" style="width: 400px; height:
225px;" width="400" height="225"></a></p><p><a
href="https://study.com/academy/lesson/what-is-development-growth-
maturation-learning.html?wvideo=4576kf3idi">What is Development? -
Growth, Maturation & Learning - Video & Lesson Transcript |
Study.com</a></p>rning.html
3.1.3 Differences in Growth

 Children differ in their growth. Some children are shorter, some taller.
Some children are larger, while others are smaller.
 These variations are completely normal. Normal growth is reinforced by

adequate sleep, good nutrition and regular exercise.
 Children do not grow at perfectly fixed rates all through childhood.
 Children will experience weeks or months of somewhat slower growth

followed by growth spurts.
Difference in the volume of growth can be a basis for self-consciousness for

some children. It is essential to help the children in your care realize that these
variations are normal, to help children develop a sense of self-acceptance and
that each child is special.
3.2 Principles of Development

• Growth and development are the result of both nature and nurture.
They are affected by a mixture of genetic, biological, environmental and
experiential factors. An individual child’s evolve through the
developmental phases is the result of a distinctive blend of physical and
mental predispositions and attributes as well as environmental conditions,
such as poverty, prenatal drug exposure or empathic parenting
(Aishiwarya, 2018).
• Development arises across a number of interrelated domains.

Development in each sphere is closely intertwined with development in
the others, though it may not progress evenly across domains in a
corresponding fashion (e.g., language development may at times surpass l
physical development or vice versa.) here, we consider three major
domains: physical, socio-emotional and linguistic/cognitive. Different
writers may divide domains rather differently—for instance, treating,
moral development as distinct domains or language development rather
than a part of socio-emotional or cognitive development. But, conversely
it is presented, the information is fundamentally the same.
• Development is progressive over time. It reveals in a chains of phases

in a regular order. Alhough each individual develops in a distinctive way,
the order of development is constant for all individuals. For example, in
over-all, kids gain control over their bodies from head to toe and from the
center out (Fahlberg, 1991.) A newborn will be able to focus her or his
eyes and follow an object before being able to control his or her head.
• For each phase of development, indicators are there that tell whether or
not the individual has attained “normal,” or typical development in the
three spheres. Broadly speaking, there are developmental activities that
each individual needs to accomplish for every major developmental stage
in each domain before she or he can continue with prime hope for success
to the next stage. If required activities at a certain stage are not adequately
accomplished, issues are likely to ensue at future stages of development.
3.3 Special Topics in Development

• Attachment
• Language development
• Brain development
• Emotional intelligence
Attachment means the close emotional bond that children usually form with
those who care for them early on a father or/and mother, and/or other
caregivers. This ensues through steady, interaction and positive contact between
the caregiver(s) or other familiar figures and the infant, as when the adult plays
with comforts, feeds and talks with the infant and the infant responds. In this
way, preferably, the infant absorbs that he or she can communicate a need to the
caregiver (e.g., by crying) then get a reaction that meets the need. You can see
attachment developing in the way a baby reacts to the character to whom he or
she is becoming attached; for example, the baby touches the parent’s face.
Parental behaviors that stimulate protected attachment are loving and sensitive
handling of the infant and responses to his or her emotional situations; for
instance, not over stimulating or over handling tired baby. The baby also plays
a part, preferably, by interacting positively with and responding to the caregiver.
It is tougher for some parents to respond in a constantly loving way to an infant
who is often unresponsive and/or irritable (Aishiwarya, 2018).
In-Text Question
Explain the types of attachment pattern we have
3.4 Patterns of Attachment
There are four patterns of attachment that may develop based on early
interactions between child and caregiver. These are:
• Secure attachment – Infant separate readily from a caregivers who leaves,
then happily greet him or her when he returns. Infants use their caregivers as
a secure base, leaving them to explore, but then returning to them for
occasional reassurance.
• Avoidant attachment – Infant seldom cry when his or her caregiver leaves,
and avoid him or her upon his/her return. Infants do not reach for their
caregivers in time of need.
• Resistant or ambivalent attachment – Infants become concerned even
before their caregivers leave, but then show ambivalence toward them when
they return (looking at them and then repelling contact with them.) These
infants are hard to comfort and do little exploring.
• Disorganized-disoriented attachment – On the least secure attachment.
Infants show contradictory and inconsistent behavior. They greet their
caregivers, but then turn away or approach them without looking at them. They
look afraid and confuse.
i. Discuss the Principles of Development
ii. What are the patterns of attachments between the child and care giver?
iii.
4.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt Growth and Development, similarities and
differences in growth. The Unit further exposed you to special topic in
development and forms of attachments were discussed.
UNIT 3 TYPES OF DEVELOPMENT AND FACTORS

INFLUENCING DEVELOPMENT IN SCHOOL CHILDREN
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Language Development
3.2 Brain Development
3.3 Emotional Intelligence
3.4 Implication for Learning
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
This unit bothers on the types of development such as brain development,
language development, emotional intelligence and implication to learning.
 1. demonstrate understanding of various types development
 2. identify the implications of development pattern to learning.
3.0 MAIN CONTENT

3.1 Language Development
Language development is vital to the development of reasoning, higher-level
thinking and memory processes. Language gives us a way to manipulate and
experience our world through symbols. For instance, language gives children a
way to relate to and learn from others’ thoughts and feelings and a way to
express emotions without physically acting them out (Fahlberg, 1991.)
Children learn language in the social context by hearing others use word
combinations and words and connecting these with happenings , things and
other kinds of meaning. Words are symbols. Other caregivers or attentive
parents help babies learn to talk in several ways such as by talking with them,
especially distinctly and slowly, and as if they could understand whatever is
being said it is also done by talking about what children are doing or looking at;
and by playing games with them that involve words and taking turns, as in
conversation (for example, pat-a-cake.) (Wells,1986)
Wells (1986) affirmed that Exposure to speech helps children learn to speak. More
specifically, ways to help children learn to speak are echoing (repeating what
the child says,), labeling (identifying the names of objects,) and recasting or
expanding (restating what the child has said, but in a more advanced form.)
Babies with normal hearing prepare for language development by beginning to
around 2 months and to babble around 6 months. They add syllables and
consonants to the coos from 6 to 14 months and, on average, by 7 months are
making some sounds of mature spoken language.
From 6 to 9 months, children begin to understand words, or have a receptive
vocabulary. They say their first words around 12 months, on average. These
are commonly words that name important objects (car,), or animals (doggie,) or
words or people (mama, dada,) that convey greetings or leave-takings (hi, bye-
bye.)
3.2 Brain Development
According to Center for Disease Control (2019), brain development begins in
the third to fourth week after conception. By the end of the second trimester, the
child has more than 100 billion neurons, or nerve cells—all that he or she will
ever have. After birth, these neurons form synapses or connections, in response
to outside stimulation. Learning ensues through these connections. Major
brain’s growth and development happens during the first few years after birth.
By age 3, a baby’s brain is approximately 90% of its adult size. Therefore, early
interaction and stimulation with the world are serious to determining the person
we become.
The Pennsylvania Child Welfare Training Program Earlier thinking about
children and how they learn viewed them as unreasoning beings who simply
took in what was going on around them in infancy without being able to make
sense of it until sometime later. More recent research on brain development has
shown that this is not the case. In fact, children are reasoning beings even in the
early months of life. They take in and assimilate information and experience,
acquiring knowledge about the world and skills to function in it.
In-Text Question
3.3 Implications for Learning

firstthingsfirst.org (2019) explain why child care professionals should learn
about principles of child development?
 The environment and care can hinder or support development.
 The experienced caregiver can help a child in learning new skills.

 When a child is stressed with a fresh skill, timely help can assist him
overcome a problem and catch back up.
 The experienced caregiver can sense indicators of likely delays, and can
assist the child with the assistance he needs.

i. Discuss the following: brain development, language development and
emotional intelligence.
ii. Discuss the why care givers should learn about child growth and
development.
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about language development, emotional intelligence
and language development

https://www.cdc.gov/ncbddd/childdevelopment/early-brain-development.html
UNIT 4 FACTORS INFLUENCING DEVELOPMENT IN SCHOOL
CHILDREN
CONTENTS
1.0 Introduction
3.0 Main Content-
The five environmental influences that can affect child’s development are
 Nutrition
 Exercise levels
 Daily routines in physical activities
 Daily routines in learning, and
 Relationships with family and friends
1. Nutrition: Why is nutrition important? A child’s nutrition (what they

eat on a regular basis) and any special supplements or medications influence
physical growth, sleep patterns, and temperament.
2. Exercise Levels: Why are exercise levels important? Done on a daily basis,
regular exercise can help their heart, circulation, lungs, bones and muscles
develop as well as help children focus on their learning activities
3. Daily Routines in Physical Activities: Why are daily physical and learning
routines important? Learning routines help children know what to expect.
Establishing learning routines help children enjoy their experiences with
learning.
4 Daily Routines in Learning Why are day-to-day routines in learning

significant? Routines present children with a feeling of security when they
know what is envisaged and what takes place next. Routines help set times to
eat, nap, and exercise.
5. Relationships with Family and Friends: Why are relationships with
family and friends important? Human interaction in the family with peers, and
adults at school, with neighbors, at church, and with extended family members
can help shape a child’s behavior and personality.
3.2 The Effect of Heredity on Child Development

Heredity is the combination of innate physical and temperamental features by a
child from the parents. Innate features may have positive or negative effects on
a child.
 Temperament is a fundamental or principal feature that distinguishes a
person.
 Personality is the entirety of a person’s attitudes, behavioral patterns,

interests, emotional responses, social roles and individual traits that
persist over long period of time.
In-Text Question
3.3 The Influence of Birth Order on Child Development
Eisenman (1992) in his work titled: Birth order, development and personality
affirm the following:
 The youngest may be more coddled and inventive.
The Only Child may:

 Be the center of attention, frequently pleased by position. May feel
exceptional depend on service from others in preference to his personal
effort
 Be inventive
 Play “divide and conquer”
The First Child may:

 Cultivate proficiency, accountable behavior, or become very dispirited.
 Occasionally aspire to guard and assist others and assume responsibility
 Believes he must procure and obtain supremacy over other children.

 Feels pressure to satisfy
 Behaves as if in a race, trying to reach or surpass first child. If first child

is good, second child may be tagged bad.
 Be defiant. usually dislikes this status in the family.
Never has parents’ undivided attention.

 Cultivates potentialities that first child doesn’t display, if first child is
prosperous, may feel doubtful about self
The Third Child or Middle Children may:

 Feel despised, left out, pressurized
 Be accommodating. May learn to deal with both oldest and youngest

siblings
 Feels less worried then older child to meet parents’ anticipations
The Youngest Children may:

 Act like an only child. May feel that everybody is superior and more
accomplished.
 Remain the Baby. If youngest of three, frequently partners with the oldest
child against the middle child.
 Cultivates sense of subserviency or becomes a go-getter and surpasses

older siblings. Expects other to do things, make decisions, take
responsibilities.
3.4 Domain Definitions

According to Fraser-Thill (2019) the following are the domains in child
development:
 Physical Health denotes distinctive growth patterns, variations in height
and weight, overall health and safety, visual acuity, hearing and
comprehending the duties of health care professionals.
 Motor Development denotes the capacity of the child to move about and
direct several body parts. Examples would be performances like grasping,
rolling over, sitting up, hopping on one foot, writing their names and
using tools for tasks.
 Social & Emotional is an extensive area that emphasizes on how

children feel about themselves and their interactions with others. It refers
to children’s discrete behaviour and reactions to play and work activities,
relationship with parents and caregivers, attachments to friends and
siblings and pro-social behaviors.

I. Examine the factors that affect child development.
II. What is the role of genetics in child’s development?
III. Identify the various characters associated with birth position.
IV.
V. ANSWERS TO SELF-ASSESSMENT EXERCISE
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about factors that affect the development of a child.
This unit also examined these factors under environmental, heredity and birth
order.

MODULE 3
Introduction
Unit 1 Common Causes of Health Problems in Children
Unit 2 Factors that Leads to Low Birth Weight
Unit 3 Common Health Problems in Children
Unit 4 Some Physical Defects Observed in School Children
Unit 5 The Functions of the School
UNIT 1 COMMON CAUSES OF HEALTH PROBLEMS IN CHILDREN

1.0 Introduction
3.0 Main Content
3.1 Health Problems Face by School child
3.2 Health Problem of New Born
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
In this unit, you will learn about the regular causes of health problems in
children. You will also learn about health problems in neonate,

i. evaluate some regular causes of health problems in children
ii. assess some health problems in neonate.
3.0 MAIN CONTENT

3.1 Health Problems Faced by the School Child
The vital among the health problems faced by the Nigeria school child include
dietetic problems which customarily result to several diseases such as
Kwashiorkor, Marasmus, Rickets and Beriberi. Messy environment, insufficient
classrooms, insufficient learning equipment and amenities, unavailability of
recreational facilities, poor lighting, insufficient toilets, dispensaries or clinics,
inadequate water supply, poor shelter. Lack of good street to school from home
and within the school, rowdy and contaminated environment, distance to school
from home and insufficient or lack of first aid materials at school clinics.
Additionally, school children deal with dental health problem, ear problems,
optic problems, skin diseases, drug abuse, alcoholism, HIV/AIDS and drug
problems.
The health problems hinge on the following as stated by Achalu (2019):
1. The genetic characteristics of the child
2. The whole environment (the protection and sanitation of the habitat)
3. The economic situation
4. The formation of law and order
5. The several cultural and social activities
6. The availability of food.
3.2 Health Problems of The Newborn
It has been proclaimed that neonatal deaths are mainly due to the following as
stated by Mayoclinic.org (2019):
a. Birth trauma
b. Infections
c. Low birth weight and prematurity
d. Congenital anomalies.
In-Text Question
3.2.1 Birth Trauma

This may be caused by a traditional birth attendant who sometimes uses the
method of delivery which is vigorous, toxic and very damaging. For
instance, the umbilical cord may be dragged dangerously cut with a
very dirty and or rusted instrument such as a razor blade or even
scissors and dressed with some undesirable substances.
Prevention
- Antenatal management and prompt referral of any injury
- Evasion of local injurious practices during delivery
- Evasion of local herbs that is poisonous
3.2.2 Neo-Natal (Newborn) Infections

. Tetanus Neonatorum – Tetanus is a disease in which the muscles,
especially of the jaw become rigid.
Causes
It is caused by bacteria invading the body via cuts and wounds. It is
occasionally denoted as lockjaw. It has a very high death rate. The
treatment takes a long time, costly and must be administered by an
extremely skilled medical personnel.
Prevention
- This disease is effortlessly avertable. A birth attendant can be trained to
use scissors or old blade flamed – the fire for cutting the cord.
- She can use a disinfected dressing
- Today, clips are used on the cord and left undressed. The cord dries up by
itself and falls off.
- The mother can be vaccinated against tetanus during her antenatal period
b. Septicaemia in the newborn – Septicaemia is an inflammation of the
blood or blood poisoning. This may occur in the home or even the
hospital. This is common and requires treatment
c. Conjunctivitis – This is a gut wrenching enlargement of the thin pellucid
layer which conceals the eyeball.
Cause
- This can be caused by gonococcus or other non-specific infection
d. Diarrhoea – It is not common where the baby is closely kept to the
mother and is fed by her without delay and on demand
Causes
- When babies are kept at isolated nursery away from the maternity ward
- When they are bottle fed
- When they are passed round to many relatives to be put to the breast
(unhygienic practices)
- Early mixed feeding.
3.2.3 Prematurity and Low Birth Weight

Prematurity was defined by World Health Organization (WHO) in 1948
as a neonate (newborn) of 2.500 grammes or even less. Babies under
2.500 grammes at birth were said to be more vital and physiologically
mature.
Low Birth Weight – This has been seen as a problem instead of the
gestational prematurity (those babies who developed in the uterus or
womb for less than 9 months). Low birth weight babies are matured
babies but are small
4.0 SELF-ASSESSMENT EXERCISE i. List any four (4) common

causes of health problems in children.
ii. examine any three (3) health problems in neonate.
iii. Identify and briefly explain (2) possible ways of preventing health
problems in the neonate.
Answers to the Self-Assessment Exercise
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about common causes of health problems in
children. You also have learnt about health problems in the neonate.
1.

Lucas, A. & Gilles, H.M. (1991). Preventive medicine for the tropics. London:
Edward Arnold.
https://www.mayoclinic.org/diseases-conditions/congenital-heart-defects-
children/symptoms-causes/syc-20350074
https://www.youtube.com/watch?v=Z4pguf62Rzg
https://raisingchildren.net.au/toddlers/health-daily-care/health-concerns/young-
children-s-health
Unit 2 Factors that Lead to Low Birth Weight
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Factors that can Lead to Low Birth weight
3.2 Prevention of Low Birth weight
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
Tersigni, Castellani, de Waure, Fattorossi, De Spirito, Gasbarrini, Scambia, &
Di Simone (2014). Describe Low Birth Weight (LBW) is defined as a birth
weight of below 2500g. birth weight is determined by two processes, namely:
1. The length of gestation and
2. The intrauterine growth rate.
The low birth weight thus may be an outcome of either short gestation
(prematurity) or from intrauterine growth retardation (IUGR) or both.
Prematurity denotes gestation below 37 completed weeks (pre-term). IGUR
babies are also designated as small-for-gestational-age (SGA) or small for dates
(SFD) due to their subnormal position (below the 10th percentile) on an
intrauterine growth chart.
Birth weight is the distinct most significant indicator of adverse prenatal,
neonatal and infantile outcome. In Nigeria, nearly three fourths (75 per cent of
neonatal death) materialize in LBW babies who have 11-13 times higher
probability of death during the neonatal period compared to normal birth-weight
babies (Iorvaa, 2013).
Chief prenatal-neonatal problems such as infection hypothermia, asphyxia, and
malformations are noticeably more common among low birth weight. During
infancy, LBW is a key factor determining malnutrition, which is a significant
factor for infant mortality. The menace of malnutrition at one year is three times
for babies birthed with a weight below 2500g compared to those above it.
Additionally, birth weight is a determinant of the length of breastfeeding, a
widely known protective factor against infant mortality. LBW is also a threat
for lower respiratory tract infections. Low birth weight infants have 2-3 times
higher probability of death due to infection than infants with normal birth
weight beyond 2500g. LBW infants with asphyxia who live past the neonatal
period result in neurodevelopmental sequel (Cerebral palsy, seizures, etc.) three
times as often as their normal weight counterparts. Small-for –weight (SFW)
infants may also remain short in future and therefore have weakened physical
work capacity.
In this unit, you will learn about factors that cause low birth weight in new-
borns. You will also learn about the precaution against low birth weight and
prematurity.
Source: google.com
Figure 2: New born weight measuring scale
i. appraise factors that cause low birth weight in new-borns
ii. identify probable ways of guarding against low birth weight and
prematurity.
3.0 MAIN CONTENT
3.1 Low Birth Weight
3.2 Factors that causes Low Birth Weight

1. Underweight as a result of gestational prematurity (baby not up to 9
months)
a. Maternal ill-health, for example health disease, hypertension, syphilis,
chronic malnutrition, anaemia, physical overwork
b. Obstetric – multiple pregnancies, serious foetal abnormality
2. Underweight even after 9 months (full term)

a. Small maternal stature – malnutrition – childhood
b. Possible adaptation of newborn to high attitude, hot humid environment
c. Maternal malnourishment or anaemia in the course of pregnancy bringing
about deficiency of folic acid
d. Placental disease such as malaria parasite consolidating in the placenta
even in immune mothers. Symptomless placental malaria results to
lowering birth weight by about 250 grammes.
e. Multiple pregnancy
f. Poverty lead to a high incidence of low birth weight and prematurity
Source: google.com
Figure 3 Showing causes of low birthweight
3.3 Prevention of Low Birth Weight and Prematurity
1. Timely observation and treatment of acute or chronic abnormality
2. Enhanced diet in pregnancy with significant references to locally
available foods. E.g. protein, vegetable, mixture
3. Avoidance of too much physical work
4. Anti-malaria during pregnancy
5. Folic acid supplements should be taken
6. Proper child spacing

i. Identify any four (4) major factors that cause low birth weight.
ii. List any three (3) possible ways of guarding against low birth weight and
prematurity.
iii. Answers to the Self-Assessment Exercise
iv.
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about factors that causes low birth weight. You also
have learnt about the prevention of low birth weight and prematurity

https://en.wikipedia.org/wiki/Low_birth_weight
http://www.childrenshospital.org/conditions-and-
treatments/conditions/l/low-birthweight-in-newborns/symptoms-and-causes
https://web.stanford.edu/group/virus/herpes/2000/primaryf.htm
https://www.banglajol.info/index.php/JSR/article/view/17090/13084
http://www.lbwinfo.ca/en/lbw/Causes_of_Low_Birth_Weight_p3018.html
https://www.marchofdimes.org/complications/low-birthweight.aspx
Tersigni, C.; Castellani, R.; de Waure, C.; Fattorossi, A.; De Spirito, M.; Gasbarrini, A.;
Scambia, G.; & Di Simone, N. (2014). Celiac disease and reproductive disorders:
meta-analysis of epidemiologic associations and potential pathogenic mechanisms.
Human Reproduction Update. 20 (4): 582–593.
UNIT 3 COMMON HEALTH PROBLEMS IN CHILDREN
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Common Health Problems in Children
3.2 Major Forms of Malnutrion
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
In this unit, you will learn about common health problems in children.
Specifically, you will learn the concept of malnutrition, causes of malnutrition,
major forms of malnutrition, signs and symptoms as well as prevention and
treatment.
Source:google.com Figure 4

i. explain the term ‘malnutrition’
ii. Identify some forms of malnutrition
iii. identify the possible ways by which malnutrition can be prevented
3.0 MAIN CONTENT
3.1 Common Health Problems of Children
The health problems of children include:
3.1.1 Malnutrition
Malnutrition is said to be accountable for millions of deaths yearly, indirectly
but conjointly with or as a consequence of numerous infections. Most children
admitted with infections or diarrhoea are also underfed. Serious or critical
anaemia is always due to many causes including malnutrition, infections and
malaria.
According to Mohammed, Suleiman and Musa, (2013) malnutrition are not only
common among children who are from families who do not get adequate food
or undergo dietary insufficiencies. It also refers to the state of overfeeding that
can be found in many children from economically stable families. They may be
subjected to a form of malnutrition that may involve taking in too many
calories resulting in obesity in children and adults. Obesity does result only
from eating more calories than one uses.
3.1.2 Causes of Malnutrition

Malnutrition can be triggered by disasters such as accidents, sickness, food,
man-made wars which results into poverty, congenital defects e.g. prematurity
mal-absorption.
3.1.3 Prevention of Malnutrition

To avoid malnutrition, more understanding of the several causes is needed.
Where food is inadequate, supplementary feeding is essential:
1. Encouragement of breastfeeding
2. Health centres should focus on dietary guidance of all age groups that are
opened to malnourishment using obtainable foods.
3. Mothers should be educated to have adequate knowledge of nutrition.
4. Supplementary foods should be supplied to cases in need.
5. School meals should be improved and enriched with help from home
economics.
6. Press, radio and television should be used for nutrition teaching.
3.2 Major Forms of Malnutrition
a. Kwashiorkor – This disease result from pronounced protein deficiency
Characteristics
i. Muscular weakness
ii. Stunted growth
iii. Digestive disturbances (indigestion, diarrhea)
iv. Skin colouration
Symptoms and signs may not be noticeable but once it is present, it

demands for administration of food supplement that is protein in the diet.
b. Obesity – In the case of obesity, the primary problem is to lessen too

much intake of calories, participate in regular physical exercise.
Obese children can or must be reinvigorated or motivated to aspire to lose
weight if they are to over the many trials and difficulties of weight
reduction.
In-Text Question
3.3 Causes or Reasons for Overeating in Children are
i. A family practice of eating too much
ii. A relief from tension
iii. A low blood sugar level that results in consistent hunger
iv. A ill-balanced high-calorie diet
c. Pellagra – It is not very common to children and it is not observed in

children who are on a milk diet. It is a disease found in people who feed
mainly on maize.
3.3.1 Signs and Symptoms

i. There is skin alteration and it becomes acute when exposed to the sun
ii. The beginning may be acute with painful redness and burning skin
iii. There may be diarrhoea later
iv. Dementia may set out
3.3.2Treatment
Can be treated with metric acid, the diet should be enriched to include
protein.
Other forms of malnutrition health problems noticed in children and even adults
include Beri-Beri (rice eating population), scurvy (lack of Vitamin C), rickets
(lack of Vitamin D).

i. Explain the term ‘malnutrition.’
ii. State any two (2) forms of malnutrition.
iii. Enumerate four (4) possible causes of malnutrition
VI. List any three (3) possible ways by which malnutrition can be prevented.
Answers to the Sel-Assessment Exercise

5.0 CONCLUSION
6.0SUMMARY
In this unit, you have learnt about common health problems in children.
Specifically, you have learnt about malnutrition, causes of malnutrition, major
forms of malnutrition, signs and symptoms as well as prevention and treatment.

Mohammed S., Suleimean, M.A. & Umar, M., (2013). Handy tabs on health
ducation. Zaria: Ahmadu Bello University Press Limited.
https://www.youtube.com/watch?v=Z4pguf62Rzg
https://raisingchildren.net.au/toddlers/health-daily-care/health-concerns/young-
children-s-health
http://vikaspedia.in/health/child-health/health-problems
https://wa.kaiserpermanente.org/healthAndWellness/index.jhtml?topic=children
/childIssues
https://www.medicinenet.com/childrens_health/article.htm
UNIT 4 SOME PHYSICAL DEFECTS OBSERVED IN SCHOOL
CHILDREN
CONTENTS
1.0 Introduction
3.0 Main Content
3.1 Some Physical Defect Observed in School Child
3.2 Factors to be Considered by School and Home
5.0 Conclusion
6.0 Summary
1.0 INTRODUCTION
The terms disability or handicap were being used interchangeably for those who
were incompetent of handling personal or household responsibilities or unable
to attend to the needs of self or having practical problems in daily living.
Impairment includes abnormalities or losses that may be short-term or
permanent. It includes the presence of an anomaly, defect or loss in a limb,
organ, tissue, or other structure of the body or a defect in a functional system or
mechanism of the body (Muhammed, Suleiman and Musa, 2012). The term
impairment signifies the physical embodiment of disease or disorder and
basically, symbolises disturbances at the organ level. Disability takes into
consideration the performance or functional capability of the individual entirely,
rather than limiting to an organ or organ system. The term disability is
concerned with combined activities of an individual in terms of tasks, skills and
behaviour that are accepted as important components in everyday life such as
personal care, locomotion, hearing speech, sight etc. Physically challenged are
those who have a physical defect, apparent or hidden, restricting their physical
capacity to work or which evokes an unfavourable social attitude. Physically
challenged includes visual and hearing handicaps and orthopedically
handicapped persons or for those with neuromuscular disabilities (Muhammed,
Suleiman and Musa, 2012).
School children with physical defects may be faced with many social
disadvantages as a result of their physical inadequacy; inability to compete with
normal people, lack of self-confidence, the feeling of inferiority, fear of social
redid and limited social participation.
In this unit, you will learn about some physical defects in school children. You
will also learn about the roles of school in preventing them
Source: goole.com
Figure 5: a child with sight difficulty

i. evaluate some physical defects observed in school children
3.0 MAIN CONTENT

3.1 Some Physical Defects Observed in the School Children
3.1.1 Defect of Vision
These defects of vision in a school population are pliable to correction
Correction
 Errors of refraction can be corrected, prescription of glasses.
 Contact lenses can be made available for cases such as astigmatism.
Assistance offer by the School
1. Teachers should direct the new students they assumed should have a
comprehensive vision examination
2. They can help in procuring professional service and glasses if needed.
3.1.2 Hearing Impairment
Loss in hearing activity is often so steady that it is flawless or not
observed by the person involved. The affected person unconsciously
adapts to a gradual loss of hearing. Children with a hearing defect do not
display behaviour changes.
The School Role
Most hearing defects are avoidable, the school thorough understanding
and an effective approach can contribute directly to the prevention of
hearing loss.
3.1.3 Speech Defects
Many studies example, reveal that many children have speech defects.
Speech is considered to be defective when it deviates sufficiently to
attract the attention of others or causes some difficulties in
communication. Speaking is very important in academic, social and other
relationships. The school should make every effort to assist in correcting
these impediments.
In-Text Question
3.2 Factors to Be Considered by Both Schools and Homes Whenever a
Child’s Hearing is Threatened
1. Any foreign object in the child’s ear canal can cause hearing loss and
may lead to infection. A physician can be used to remove the foreign
body.
2. Hard packed wax in the ear canal can be softened by warm oil and then
removed.
3. A child discharging from the ear should be taken to the doctor
4. Some common infections of respiratory diseases such as measles, scarlet
fever, diphtheria can develop into complications
5. Frequent colds can affect hearing
6. Blowing the nose hard, particularly through one's nostril can force
infections materials into the ear.

i. Identify three (3) physical defects that can be observed in school children
ii. Explain two (2) of the physical defects mentioned above.
iii. Briefly explain how the school can prevent hearing loss in children
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about some physical defects observed in school
children. You have also learnt about the roles of school in preventing them.

https://www.unicef.org/pacificislands/UNI138269.pdf
http://www.teach-nology.com/teachers/special_ed/disabilities/
http://www.nea.org/home/55319.htm
https://www.pacer.org/bullying/resources/students-with-disabilities/
Revision
Module 1
In unit I, you have learnt about roles played by the teacher in promoting the
child’s health. You also have learnt about the concept of a normal child.
In unit II, you have learnt about a healthy child. You have also learnt about
In unit III, you have learnt about indices or characteristics of mentally healthy
children.
Module 2
Unit I discussed the physical growth and development of school-aged children.
You have also learnt about the physical characteristics of the pre-school child.
IN Unit 2 we discussed growth and principles of development such as growth
resulting from nature and nuture and so on
Unit 3 the types of development and factors influencing development of
children were discussed.
In Unit 4 you were exposed to factors influencing development in school
children which include heredity, birth order and environmental influences
Module 3
In unit 1, you have learnt about common courses of health problems in children.
You also have learnt about health problems in the newborn.
Unit 2 acquaint you with the factors that lead to low birth weight. You also have
learnt about the prevention of low birth weight and prematurity
Unit 3 you have learnt about common health problems in children. Specifically,
you have learnt about malnutrition, causes of malnutrition, major forms of
malnutrition, signs and symptoms as well as prevention and treatment.
In unit 4, you have learnt about some physical defects observed in school
children. You have also learnt about the roles of school in preventing them.
Answers were provided for activities under each unit.
ANSWERS TO ACTIVITIES
Module 1
ANSWERS TO ACTIVITIES IN UNIT 1
1. The teacher must apprehend and appreciate the individual child’s health.
Children that do not undergo the same kind of health problem at the same
time so must be treated individually.
The teacher should recount to the school authority and parents any health
problem observed in a child. Because he/she may be in the best stead to
identify first that a certain child does not seem to be normal in some
respect.
The teacher should develop a routine of everyday surveillance of the

child.
2. Normal is that which is considered as the standard, not an absolute but in
terms of a range.

1. A healthy child is considered as the child with that quality of wellbeing
that aids him to live efficiently and enjoyably, it is regarded a means to an
end.
2. a. Buoyancy
b. Unaware of the Body
c. Pleasure in Activity
d. Sufficient Energy
e. Sleeps well and recovers from the day’s fatigue
ANSWERS TO ACTIVITY IN UNIT 3

a. Confidence
b. Courage
c. Orderliness
d. Adaptability
e. Self-discipline
Module 2
1. The pre-school period symbolizes a movement from the very swift
growth of infancy to the slower and steady uninterrupted growth.
Growth and development are the outcome of both nature and nurture.
Development takes place across a number of interconnected domains.
Development is continuous over time.
Brain development begins in the third to fourth week after conception. By the
end of the second trimester, the child has more than 100 billion neurons, or
nerve cells all that he or she will ever have. After birth, these neurons form
connections, or synapses, in response to outside stimulation.
 Nutrition
 Exercise levels
 Daily routines in physical activities
 Daily routines in learning, and
 Relationships with family and friends
Module 3
1. a. The genetic endowment of the child
b. The total environment (the protection and sanitation of the habitat)
c. The economic situation
d. The establishment of law and order
2. a. Birth trauma
b. Infections
c. Low birth weight and prematurity
1. a. Maternal ill-health
b. Obstetric
2. a. Folic acid supplements should be taken

b. Proper child spacing
c. Enhanced diet in pregnancy with significant references to locally
available foods. E.g. vegetable, protein, mixture

1. Malnutrition is said to be accountable for millions of deaths yearly,
indirectly but conjointly with or as a result of several infections. Most
children admitted with infections or diarrhoea are also underfed. Serious
or severe anaemia is always due to multiple causes including
malnutrition, infections and malaria.
2. a. Kwashiorkor
b. Obesity
3. a. Encouragement of breastfeeding
b. Health centres should focus on dietary guidance of all age groups
that are opened to malnourishment using obtainable foods.
c. Mothers should be educated to have a good knowledge of nutrition.

1. a. Defect of Vision
b. Hearing Impairment
c. Speech Defects
2. a. Speech Defects
Many studies reveal that many children have speech defects. Speech is
deemed to be faulty when it departs sufficiently to draw the attention of
others or causes some problems in communication. Speaking is very
imperative in academic, social and other relationships. The school should
struggle to help in correcting these impairments.
b. Hearing Impairment
Loss in hearing activity is often so steady that it is flawless or not
observed by the person involved. The affected person unknowingly
adjusts to a gradual loss of hearing. Children with a hearing defect do not
demonstrate behaviour changes.

1. a. The school should arrange for speech examination for every school
child by a qualified examiner.
b. Classroom teachers must identify speech difficulties.
c. After the teacher identifies that a child has a speech difficulty,
an examination by a speech clinician or speech correction should be carried out.

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National Open University of Nigeria Plot 91, Cadastral Zone, Nnamdi Azikwe Express Way,

COURSE TITLE: HEALTH PROBLEMS OF SCHOOL AGE CHILD (HED 107)

Dr. AKOREDE S. N. (Writer)

Prof. F. B. ADEYANJU (Editor)

NATIONAL OPEN UNIVERSITY OF NIGERIA

All Rights Reserved

 the course is aimed at explaining the meaning of health;

WORKING THROUGH THE COURSE

THE PRESENTATION SCHEDULE

FINAL EXAMINATION AND GRADING

Unit Tittle of Work Hours Assignment

HOW TO GET THE MOST FROM THIS COURSE

1. Explain the concept of health problems

We wish you success in your course

Module 1: Child’s Health

Unit 1 Roles Played by the Teacher in Promoting the Child’s Health

UNIT 1 (HED 107): ROLES PLAYED BY THE TEACHER IN

4.0 Self-Assessment Exercise

2.0 INTENDED LEARNING OUTCOMES (ILOs)

HOW TO STUDY THIS UNIT

3.2 Factors Influencing Health Problems

Fig. 1.1: Factors Influencing Health Problems

Health Education, to be maximally effective, must reach every level of society,

Fig 1.2: Factors Influencing Health

3.3 Determinants of Health

Individual wellbeing is determined by four factors:-

3.4 The Roles the Teachers Should Play in Promoting

The (teachers) must possess a sound understanding of children, their growth

4.0 SELF-ASSESSMENT EXERCISE

2.0 INTENDED LEARNING OUTCOMES (ILOs)

HOW TO STUDY THIS UNIT

The six dimensions of wellness include the following:

According to Mohammed, Suleiman and Umar, (2013), it is relevant to the best

These indices or characteristics are interpreted in relative terms and not in

The following characteristics are highlighted by Kayang and Jatau,(2003):

1. Buoyancy – The healthy child possesses a feeling of lightness. They run

4.0 SELF-ASSESSMENT EXERCISE

7.0 REFERENCES/FURTHER READING

ANSWERS TO SELF-ASSESSMENT EXERCISE

2.0 INTENDED LEARNING OUTCOME (ILOs)

3.0 MAIN CONTENT

Though every child is unique, a prototype and or an individual for purposes of

1. A healthy child possesses a high level of self-confidence. Every child

2. A healthy child needs security – no person reaches absolute security, but

4.0 SELF-ASSESSMENT EXERCISE

7.0 REFERENCES/FURTHER READING

MODULE 2 GROWTH AND DEVELOPMENT

UNIT 1 PHYSICAL GROWTH AND DEVELOPMENT

3.0 MAIN CONTENT

3.2 PHYSICAL CHARACTERISTICS OF THE PRE-SCHOOL CHILD

4.0 SELF-ASSESSMENT EXERCISE

7.0 REFERENCES/FURTHER READING

ANSWERS TO SELF-ASSESSMENT EXERCISE

3.0 MAIN CONTENT

 Girls normally enter puberty between ages 8 to 13 years.

3.1.2 Similarities in Growth

3.1.3 Differences in Growth

 These variations are completely normal. Normal growth is reinforced by

 Children do not grow at perfectly fixed rates all through childhood.