EDEC313: Health and Wellbeing in the Early Years
Education & Teaching
5th Jul 2025
2
UNIT OUTLINE
Credit points: 10
Prerequisites/incompatibles: Nil
Incompatible units: EDPH460 Health, Wellbeing and Physical Education in Early Childhood, EDHP313 Health, Wellbeing and Physical Education in Early Childhood
Lecturer in Charge: Anthony Ebbage
Office location: Brisbane
Email: Anthony. Ebbage@acu.edu.au
Contact me: Post all assessment and general unit queries via the National Forums available on the LEO site. Consultation times can be made via ZOOM. Always use your current ACU email account when corresponding with staff. Response to the forums, emails and consultation times will only be addressed during business hours (9.00AM – 5.00PM Monday to Friday; excluding public holidays)
Unit rationale, description and aim: Positive early experiences with health and physical education lay the foundations for positive health and physical participation in later life.
In this unit pre-service teachers will explore physical birth to eight years. In addition, pre-service teachers will examine issues of children’s wellbeing in the contexts of prior to school, transition to school, family and community. It will have a particular focus on the issues being faced by Australian Indigenous children, children with disabilities, children who are gifted, and children experiencing marginalisation (e.g., children who are speakers of English as an additional language). Australian educational policy and subsequent curriculum documents (e.g., Early Years Learning Framework (EYLF) and state frameworks) will be examined in relation to supporting young children’s physical health, wellbeing. The unit will also briefly focus on the physical and emotional health and wellbeing of staff who work within prior health and nutrition curriculum for children to school and school settings as complementary (and contingent to) young children’s wellbeing.
Teaching team: Anthony Ebbage
Mode: Online
Attendance pattern: The unit is run through a combination of lectures and tutorials conducted online. Students are expected to engage with the learning resources provided on the EDEC313 LEO site and participate in weekly activities.
Duration: This unit runs in a 12 week semester. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.
On successful completion of this unit, you should be able to:
LO1 - Identify and explain the significance of health, wellbeing and physical activity on early brain development, and physical, social and emotional development and learning in young children (GA5; APST 3.1, 4.4; ACECQA A3, A4, A5, B8)
LO2 - Explain the range of influences on children’s well-being, with particular focus on specific issues around the participation rights of children, with emphasis given to Australian Indigenous children, children with disabilities, children who are gifted, and children experiencing marginalisation (e.g. children who are speakers of English as an additional language) (GA1, GA3; APST 4.4; ACECQA A5, A6, D3)
LO3 - Design and critically evaluate play experiences and pedagogical approaches (inclusive of engaging with children’s views and opinions about their learning) in the early years that support the development and learning of young children in the domains of physical education, health and nutrition (GA8; APST 3.1, 3.2, 3.3, 3.4, 5.3; ACECQA A4, A5, B8, C1, C2, D4)
LO4 - Critique child protection and how it impacts upon the health and wellbeing of young children (GA5; APST 4.4; ACECQA A4, A5, B8)
LO5 - Evaluate and report on occupational health and safety and how it impacts upon the health and wellbeing of young children and educators (GA8; APST 7.2; ACECQA A4, A5, B8, F2)
Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA3 apply ethical perspectives in informed decision making
GA5: demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8: locate, organise, analyse, synthesise and evaluate information
Topics will include:
Health and safety issues including hygiene, infection control, allergies, anaphylaxis, and keeping the environment safe for all
The influence of prior-to-school/school, home and community characteristics and the importance of relationships in supporting the physical, social and emotional health and wellbeing of all young children.
Values and principles underpinning student wellbeing with a focus on the whole person, including Catholic social teaching
Planning, implementing, evaluating and reporting/sharing healthy eating learning opportunities for young children in the early years making links to the relevant National and State curriculum and policy documents
Planning, implementing, monitoring, evaluating and reporting/sharing physical activity and education experiences in alignment with the Early Years Learning Framework and State curriculum and policy documents
A health model of wellness and wellbeing as a framework for exploring the social, cognitive, physical, environmental, emotional and spiritual aspects that support a healthy start to life
The importance of supporting the physical, social and emotional health and wellbeing of young children for their development and learning
Approaches to supporting the physical, social and emotional health and wellbeing of young children in prior-to-school and school settings, including a play-based approach to curriculum and safe and supportive environments
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.
Students should anticipate undertaking 150 hours of study for this unit. This may involve a combination of face-to-face, online and blended delivery, on a weekly basis across a 12-week semester or in intensive mode. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self- directed study activities and assessment tasks. Some participation in appropriate educational settings may be required.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning not limited to reading, reflection, discussion, webinars, podcasts, video.
Lectures for this unit will be recorded and available to students via the ’books’ in each module. Online students should engage with the lecture content before engaging in activities.
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
|
Week |
Starting |
Lecture/Tutorial Content |
Weekly Information |
|
1 |
31/07/23 |
Well-being of teachers. Well-being, stress, burnout. |
|
|
2 |
07/08/23 |
Child Development Contemporary issues Developmental expectations Picking up developmental concerns Referral processes Closing the gap data |
|
|
3 |
14/08/23 |
Physical activity 1 Introduction to physical activity... Health Benefits of Physical Activity (Birth to adult, senior) Sedentary behaviours, overweight/obesity stats Health implications of low PA especially early years Academic performance, PA & learning (Movement & the Brain ppt) History of PA in early years, personal reflections (as a child and parent if you are)- home, family What is PLAY? PA in Early Yrs settings... history and current state of ‘play’ Planning for Play |
|
|
Week |
Starting |
Lecture/Tutorial Content |
Weekly Information |
|
4 |
21/08/23 |
Physical activity 2
Fundamental
Movement Skills... Effective
pedagogy Modifications Catering
for
diversity |
|
|
5 |
28/08/23 |
Nature Pedagogy Embedding
in
Learning Bush,
Beach Kinder Indigenous
Perspective |
Assessment 1 due Friday 1st September 11.59pm |
|
6 |
04/09/23 |
Emotional Health Resilience Bullying Rest/Sleep |
|
|
7 |
11/09/23 |
Partnerships/Communication Daily
Reporting ICT
Reporting |
|
|
8 |
18/09/23 |
Infection Control Vaccination Handwashing Food
Handling |
|
|
9 |
02/10/23 |
Nutrition Recommendations Intolerances Indigenous
perspective |
|
|
Week |
Starting |
Lecture/Tutorial Content |
Weekly Information |
|
|
|
Cultural perspectives Infants and feeding Overfeeding Timing Managing children’s choices Closing the gap |
|
|
10 |
09/10/23 |
Nutrition: What to do when it all goes wrong Allergies, intolerances Fussy eaters Obesity, health issues |
|
|
11 |
16/10/23 |
Contemporary Issues ICT- Pros and Cons Sedentary Behaviours |
|
|
12 |
23/10/23 |
Transition to School Safety Problem solving Risk Benefits |
Assessment 2 due Friday 27th October 11.59pm |
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, essays, reports, examinations, student presentations or case studies.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete all assessment tasks, and achieve a Pass grade overall.
Assignments to be submitted the Turnitin drop box on EDEC313 LEO Page.
|
Assessment tasks |
Due date |
Weighting (%) |
Learning outcome(s ) assessed |
Graduate attribute(s ) assessed |
|
Design a range of experiences (select 3-4 experiences approx.) that could be offered to support the physical health of young children, such as, natural outdoor play experiences. The rationale of the experiences should reflect a whole-of-community response, inclusive of the voices of children, that takes account of state and national curriculum and policy documents. Consideration should be given to staff wellbeing and safety in supporting young children’s physical education/activity. |
Friday 1st September 11.59pm |
50% |
LO2, LO3, LO4, LO5 |
GA1GA3, GA4, GA5, GA8 |
|
Students will select one significant contemporary issue of interest to them concerning the health and emotional wellbeing of young children such as, but not limited to, resilience, bullying, child protection and draw on relevant literature and curriculum/policy documents to reflect on ways to support the health and wellbeing of young children. Consideration should be given to how current knowledge could be applied to practice, policies and procedures |
Friday 27th October 11.59pm |
50% |
LO1, LO3, LO4, LO5 |
GA1, GA3, GA4, GA5, GA* |
Design a range of experiences (select 3-4 experiences approx.) that could be offered to support the physical health of young children, such as, natural outdoor play experiences. The rationale of the experiences should reflect a whole-of-community response, inclusive of the voices of children, that takes account of state and national curriculum and policy documents. Consideration should be given to staff wellbeing and safety in supporting young children’s physical education/activity.
In developing the range of experiences consider these things:
When you design learning experiences ensure they relate to health and well-being, as it is described
in this
unit,
relevant
literature,
and
presented
in the
Early
Years
Learning Framework [EYLF] (DEEWR, 2023)
Each learning
experience should make
reference to a
target
age
group,
and
align with,
and make reference to, relevant outcomes from the EYLF (DEEWR, 2010). If there is an additional curriculum framework
used in your State or Territory for the target
age group it
should also make reference to that.
Your range of learning experiences should be balanced across different settings and contexts. For
example,
you should
describe
learning
experiences
that
can
be
offered indoors
and outdoors. You
should also consider
a
balance
of activities
that include
a balance
between
child
and
teacher initiated learning, and a range of learning contexts relevant to your target age group including play-based learning.
Each learning experience should incorporate intentional teaching strategies, which mean that they
describe
those
things
educators
will
do
to
support
learning.
There
are
examples
of
these
in curriculum frameworks and support materials. Where you draw on these examples you should make sure that you reference them
When
laying
out
the
assignment
include
the
following.
The first purpose of the rationale is to provide an overall reason for the set of learning experiences, in other words explain why you are doing what you are doing. For example the experiences you have designed may be:
a connected program, so that they work to help children in kindergarten develop positive identity and enhance their health and well-being; or
a resource for children of all age groups in a long day care setting, so that different experiences are targeted to different age groups. They may be connected by a context or specialised in relation to specific learning outcomes.
The second purpose of the rationale is to demonstrate your understanding of the field (Health, well-being and physical education or young children). To do this you will do a short review of some different literature. This should include a selection of quality literature such as journals, text books, quality professional publications (including web-based resources), policy documents and curriculum frameworks. In your review, make sure you discuss more than just the relevant curriculum framework. Talk about the literature and what it means, not just what it says. As you review literature you will:
discuss
what health,
well-being
and
physical
education means
for
young children
(to
do
this
you could discuss some definitions)
identify one or two specific topics relevant to health and well-being in this context, these topics should be relevant to your activities (for example childhood obesity, building positive dispositions to heathy eating, building positive dispositions to healthy activity, enhancing physical development such as strength, balance and flexibility)
discuss
learning
and
teaching
approaches
relevant
to
your
activities,
and why
you
have included them, including how you include children’s voice and provide them with agency (this would also be a good place to include intentional teaching)
discuss how to promote participation of children from diverse backgrounds including ways to provide voice
and
agency
(for
example,
Aboriginal
or
Torres
Strait Islander
children, children with disabilities, children who are gifted, or children experiencing
marginalisation
)
consider
issues
related
to
child
protection
and
how
to
educate
children towards
positive identity and enhanced well-being, that promote safe behaviours
foreground
issues
related
to
staff
wellbeing
and
safety
in
supporting
young
children’s
physical
education/activity
Overview of experiences:
Give each different experience a name and list them in a table. Link each experience to an outcome, and identify a learning focus for the children.
Experiences
Describe each experience in detail include attention to the following:
the purpose of the experience
curriculum links
learning focus
what the children will be doing
what the educator will be doing
any resources or equipment you need
anything that can be gathered as evidence that the child is demonstrating the intended outcome
considerations to ensure staff wellbeing and safety to supporting young children’s
Due date: 01/09/2023 11.59pm
Weighting: 50%
Length and/or format: 2000 words equivalent
Purpose: Students demonstrate their understanding of the learning outcomes by synthesising their knowledge of the unit content and relevant literature, to develop a range of learning experiences promoting Health and Wellbeing in the Early Years.
Learning outcomes assessed: LO2, LO3, LO4, LO5
How to submit: Electronically via LEO
Return of assignment: Assignments will be returned electronically within three weeks of submission. Grades will be provided.
Assessment criteria: Rubric attached
Students will select one significant contemporary issue of interest to them concerning the health and emotional wellbeing of young children such as, but not limited to, resilience, bullying, child protection and draw on relevant literature and curriculum/policy documents to reflect on ways to support the health and wellbeing of young children. Consideration should be given to how current knowledge could be applied to practice, policies and procedures
Due date: 27/10/2023
Weighting: 50%
Length and/or format: 2000 words
Purpose: Students demonstrate their understanding of the learning outcomes by synthesising their knowledge of the unit content and relevant literature, in selecting a current contemporary issue related to Health and Wellbeing in the Early Years. Noting how current knowledge could be applied to practices, policies and procedures.
Learning outcomes assessed: LO1, LO3, LO4, LO5
How to submit: Electronically via LEO
Return of assignment: Assignments will be returned electronically within three weeks of submission. Grades will be provided
Assessment criteria: Rubric attached. Insert a brief description of this assignment.
This unit requires you to use the APA 7 referencing system. See the ‘Referencing’ page on LEO for more details.
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
any numerical marks returned to students are provisional and subject to moderation
students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by Gradebook in LEO
students will be given a final mark and grade for their units after moderation is concluded and official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Student Academic Integrity and Misconduct Policy and the Student Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments, contract cheating, offering or accepting bribes and fabrication are not acceptable. Penalties for academic misconduct vary in severity and can include being excluded from the course.
Turnitin Delete part or all this section if not relevant to this unit.
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
students
to
improve
their
academic
writing
by
identifying
possible
areas
of
poor
citation and referencing in their written work; and
teaching
staff
to
identify
areas
of
possible
plagiarism
in
students’
written
work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.
Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit the Services, Support and Resources section of the Student Portal.
Academic Skills
offers a variety of services, including workshops (on topics such as assignment
writing,
time
management,
reading
strategies,
referencing),
drop-in
sessions, group appointments and individual consultations. It has a
24-hour online booking system for individual or group consultations.
Campus
Ministry
offers
pastoral
care,
spiritual
leadership
and
opportunities
for
you
to be involved with community projects.
The
Career
Development
Service
can
assist
you
with
finding
employment,
preparing
a resume and employment application and preparing for interviews.
The
Counselling Service
is a
free, voluntary,
confidential
and non-judgmental service open
to
all
students
and
staffed
by
qualified
social
workers
or registered
psychologists.
Disability
Support
can
assist
you
if
you
need
educational
adjustments
because
of
a disability or chronic medical condition; please contact them as early as possible.
The LEO page for this unit contains further readings/discussion forums.
Insert the LEO page for this unit by cutting and pasting the URL from the browser address bar when in your unit. Specify the key activities conducted in LEO.
You should note that it is your responsibility to monitor LEO activity to monitor if any messages have been posted for you, including particularly messages that might not have been forwarded to you via email, and especially to check for feedback after submission of assessment tasks.
In addition, for this unit you will be required to use the following technologies:
Please note any additional technologies, such as ePortfolio, microphones or cameras, which students will or may use in the unit, and how they can be accessed.
Click here to enter text. Refer to the policy document ‘Guidelines for reference lists’.
Recommended references
Archer, C., & Siraj, I. (2015). Encouraging physical development through movement-play. London, UK: Sage Publications Ltd.
Brewer, H., & Renck Jalongo, M.(2018). Physical Activity and Health Promotion in the Early Years: Effective Strategies for Early Childhood Educators (Vol. 14, Educating the Young Child). Cham: Springer International Publishing
Braveman, P. (2014). Early childhood experiences shape health and well-being throughout life. Princeton, NJ: Robert Wood Johnson Foundation
Brakhane-Endres, J., Rockwell, R.E., & Gurden Mense, C. (2014). Food, nutrition and the young child. Upper Saddle River, NJ: Pearson.
Boyle, L., & Jenkins, B. (2018). Bodysong: Exploring children's natural world through creative dance. Jamberoo, NSW ̈ Pademelon Press.
Goodsir, K. & Theodoropoulos, D. (2016). My family is a team: A story about mental illness. Mentone, Vic: Dandelion Books
McGlade, H. (2012). Our Greatest Challenge: Aboriginal Children and Human Rights. Aboriginal Studies Press
NHMRC (2013). Staying healthy: Preventing infectious diseases in early childhood education and care services. Canberra ACT: NHMRC. Online access: https://www.nhmrc.gov.au/sites/default/files/documents/attachments/ch55-staying-healthy.pdf
Oberklaid, F. (2004). Health in early childhood settings: From emergencies to the common cold. Castle Hill, NSW: Pademelon Press.
Roberts, R. (2010). Wellbeing from birth. London: SAGE Publications.
Rose, J., Gilbert, L., & Richards, V. (2016). Health and well-being in early childhood. London; Thousand Oaks, CA: SAGE.
Vize, A., & Kurena, T. (2015). Taking care of you: Reducing stress and burnout among teachers and educators. Blairgowrie, Vic: Teaching Solutions.
Westwell, M. (2016). Supporting brain development. Deakin West, ACT: Early Childhood