This course has no prerequisites. However, it would be advisable for the student:
- To know basic biological issues such as the main members of the 5 kingdoms of living beings and the basics of anatomy and vital functions.
- To understand the most basic biological terminology.
In addition, to increase the chances of success in learning and passing the subject, it is advisable that students attend lessons in the classroom and participate in the proposed activities.
Translated with www.DeepL.com/Translator (free version)
The knowledge of the human body and its functions is essential for a teacher, as it is in the early stages of child development when they become aware of their anatomy. It is a fundamental moment for initiating children in their knowledge and in the numerous relationships they establish with their environment. On the other hand, the future teacher must know the most important diseases that affect children in the infant stage, so that he/she can take some preventive measures to avoid, for example, massive contagion with the rest of the children.
Biology, health and child nutrition is also the only science subject in this degree, which provides students with basic training so that they can work with young children as teachers on issues such as healthy eating and the prevention of overweight and obesity.
Food, which is included in the Universal Declaration of Human Rights, includes education for proper nutrition, which also contributes to achieving social equity in child health. Spain is one of the European countries with the highest levels of obesity and overweight, which is why these disorders have been declared of priority interest by authorities. Therefore, this training for teachers is more necessary than ever, as it is in childhood that the main habits are acquired. Also, school is one of the main sources for their development. Together with this issues related to health, others, such as knowledge of the origin of life, the diversity of the living world, its evolution and its classification are essential, as most of our students come from non-scientific hight school and could therefore transfer misconceptions to children at this important stage of their learning.
The subject is perfectly complemented by other subjects from the psychological and physical education areas of the module, which support and complement the work on healthy habits such as: "Psychology of health in Preschool Education" and "Motor skills and health in preschool Education".
Course competences | |
---|---|
Code | Description |
1.1.4.II.01 | Know the basic principles of healthy development and behaviour. |
1.1.4.II.02 | Identify disorders in sleep, diet, psychomotor development, attention, and auditory and visual perceptions. |
CB01 | Prove that they have acquired and understood knowledge in a subject area that derives from general secondary education and is appropriate to a level based on advanced course books, and includes updated and cutting-edge aspects of their field of knowledge. |
CB03 | Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues. |
Course learning outcomes | |
---|---|
Description | |
Identify the types of nutrients and their prinicipal vital functions. | |
Critically analyse the educational potential of Physical Education in the stage of Early Childhood Education. | |
Know the anatomy and physiology of the human body. | |
Discuss the relationship between nutrients, diet, energy, and health. | |
Design preventative measures and promote health. | |
Design activities related to healthy eating and sensorial education in the stage of early childhood (smells, colours, flavours, sounds, textures). | |
Be able to promote and design preventive programs in relation to psychological difficulties among pupils of Early Childhood Education. | |
Identify disorders as they relate to eating, and auditory and visual perception. | |
Recognize the principal illnesses in the stage of early childhood. | |
Recognize the principal groups of living beings, identifying those with pathogenic potential. | |
Additional outcomes | |
Description | |
Programme biology activities that are appropriate, motivating and innovative for preschool stage. |
Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
Class Attendance (theory) [ON-SITE] | Lectures | 1.1.4.II.01 1.1.4.II.02 | 2.4 | 60 | Y | N | Teaching of contents. Individual and cooperative work (formal and informal), laboratory practices, problem solving and/or progress tests. Possible field trips. | |
Writing of reports or projects [OFF-SITE] | Assessment tests | 1.1.4.II.01 1.1.4.II.02 CB01 CB03 | 3.6 | 90 | Y | N | Preparation of written work and possible presentations, derived from previous work and/or progress tests. Study for test preparation. Products derived from classroom or laboratory activities. | |
Total: | 6 | 150 | ||||||
Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
Total credits of out of class work: 3.6 | Total hours of out of class work: 90 |
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
Progress Tests | 30.00% | 30.00% | It can be done through different methods such as laboratory practices, achievements in the classroom or progress tests, which can be made up in subsequent tests such as ordinary and extraordinary exams. |
Test | 70.00% | 70.00% | Final assessment for the control of contents. |
Total: | 100.00% | 100.00% |
Not related to the syllabus/contents | |
---|---|
Hours | hours |
Unit 1 (de 3): Living beings: general aspects. | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 20 |
Writing of reports or projects [AUTÓNOMA][Assessment tests] | 30 |
Unit 2 (de 3): Anatomy, nutrition and physiology (the human body and its functions) | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 20 |
Writing of reports or projects [AUTÓNOMA][Assessment tests] | 30 |
Unit 3 (de 3): Children's health: food, health and relationship with the environment (Fundamentals of Health Education. Food and nutrition in the infant stage. Didactic applications. Healthy habits and school risk prevention. Health and the environment) | |
---|---|
Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 20 |
Writing of reports or projects [AUTÓNOMA][Assessment tests] | 30 |
Global activity | |
---|---|
Activities | hours |