HED107
HED107
HED107
Jabi Abuja
B.Sc(Ed) Health Education
Abuja Office
5 Da es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
e-mail: [email protected]
Published by
National Open University of Nigeria
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,
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
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.
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.
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:
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
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.
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.
Growth and
Heredity development
Environment Interaction Education
(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.
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 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.
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
2.0 Intended Learning Outcomes (ILOs)
3.0 Main Content
3.1 Healthy Child
3.2 Outward Indices or Characteristics of a Health Child
4.0 Self-Assessment Exercise
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.
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.
4.0 CONCLUSION
5.0 SUMMARY
In this unit, you have learnt about a healthy child. You have also learnt about
outward indices or characteristics of a healthy child.
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
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.
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.
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
2.0 INTENDED LEARNING OUTCOMES (ILOs)
By the end of this unit, you will be able to:
i. mention the stages of growth and development of the school child
ii. analyse the physical characteristics of the pre-school child
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
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.
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
• 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.
4.0 SELF-ASSESSMENT EXERCISE
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.
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
The experienced caregiver can sense indicators of likely delays, and can
assist the child with the assistance he needs.
5.0 CONCLUSION
6.0 SUMMARY
In this unit, you have learnt about language development, emotional intelligence
and language development
Exercise levels
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.
Be inventive
Remain the Baby. If youngest of three, frequently partners with the oldest
child against the middle child.
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.
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.
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,
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
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.
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
2.0 Intended Learning Outcomes (ILOs)
3.0 Main Content
3.1 Factors that can Lead to Low Birth weight
3.2 Prevention of Low Birth weight
4.0 Self-Assessment Exercise
5.0 Conclusion
6.0 Summary
7.0 References/Further Reading
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
2.0 INTENDED LEARNING OUTCOMES (ILOs)
By the end of this unit, you will be able to:
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
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
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
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.
3.3.2Treatment
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).
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
2.0 Intended Learning Outcomes (ILOs)
3.0 Main Content
3.1 Some Physical Defect Observed in School Child
3.2 Factors to be Considered by School and Home
4.0 Self-Assessment Exercise
5.0 Conclusion
6.0 Summary
7.0 References/ Further Reading
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
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.
In unit II, you have learnt about a healthy child. You have also learnt about
outward indices or characteristics of a healthy child.
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.
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
Module 2
ANSWERS TO ACTIVITIES IN UNIT 1
1. The pre-school period symbolizes a movement from the very swift
growth of infancy to the slower and steady uninterrupted growth.
ANSWERS TO ACTIVITIES IN UNIT 2
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.
ANSWERS TO ACTIVITIES IN UNIT 3
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.
ANSWERS TO ACTIVITIES IN UNIT 4
Nutrition
Exercise levels
Module 3
ANSWERS TO ACTIVITIES IN UNIT 1
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
ANSWERS TO ACTIVITIES IN UNIT 2
1. a. Maternal ill-health
b. Obstetric
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.
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.