HEC101V Revision Questions

1. EXPLAIN HOW EDUCATION AND HEALTH ARE INTERRELATED.

Good health is essential for efective learning. Illness and health imairments
interfere !ith the learning rocess. ".#$ %arot&'
2. ANALYSE THE IMPLICATIONS OF THE WORLD HEALTH
ORGANISATIONSS DEFINITIONS OF HEALTH.
Health is (a state of comlete h)sical* mental + social !ell,-eing* and not
merel) the a-sence of disease + in.rmit)/.
Includes ensuring a health) environment and societ) to live in !hich create
the conditions !hich allo! the attainment of health of all mem-ers of societ).
3. EXPLAIN THE WAY IN WHICH HEALTH INFLUENCES ALL ASPECTS OF
THE CHILDS DEVELOPMENT. CAN YOU THINK OF EXAMPLES WHICH
ARE RELEVANT TO THE AREA IN WHICH YOU LIVE?
0h)sical health + Emotional 1eveloment
2here are man) emotional reactions !hich might -e caused -) ro-lems of
h)sical health3
,obese child3 self,conscious and !ithdra! due to teasing from friends
,tired child due to insu4cient slee3 overreact at slightest rovocation
,overprotected child3 demanding
,ill child3 irrita-le + an5ious
,hungry/poorly nourished child3 short temered* irrita-le and una-le to
concentrate
0h)sical health + 6ocial 1eveloment
,illness isolates child from eer grou for a eriod of time !ith the result that
the child ma) have to re,esta-lish social contacts uon return to school
,child ma) -e sociall) e5cluded -) the eer grou -ecause of -eing
7h)sicall) diferent8 in aearance9a-ilit)* eg3 o-ese child ma) -e e5cluded
from grou -ecause of the ina-ilit) to comete h)sicall) !ith other children.
,child !ho his health) + feels con.dent is most li:el) to succeed in this
resect
0h)sical health + Intellectual "cognitive' 1eveloment
,learners !ith health ro-lems such as3 oor vision; common cold; hunger or
child a-use etc !ill not learn efectivel)
,some health ro-lems restrict learners h)sical mo-ilit) and ma) -e thus
derived of learning oortunities
,some infections afect the functioning of the -rain and this can lead to
decreased intellectual functioning. Eg3 children !ith HIV,infection ma) have
neurological and learning ro-lems resulting from the efect of the HI,virus on
the -rain tissue
4. HOW DO THE FOLLOWING FACTORS INFLUENCE THE HEALTH OF
THE CHILD:
a' Heredit)
HEC101V Revision Questions
Heredit) determines 7!hat )ou can -ecome8 ma5imum otential. 2his is
!hat the child receives from his arents at the time of concetion.
Genetic disorders ma) cause a-normal conditions in the child and can result
in intellectual imairment or h)sical imairment.
<irth defects and genetic diseases can result either from a-normal
chromosomes* a-normal cell division or from interaction of man) genes !ith
the environment.
-' Environment
2he follo!ing factors can contri-ute to disease* disa-ilit) and death in 6=3
,lac: of se!ers* drains or services to disose of solid + li>uid !astes
,lac: of safe + su4cient !ater sulies
,overcro!ded and inade>uate living conditions
,insu4cient safe + clean fuels for domestic coo:ing and heating unhealth)
fuels are used* such as coal9ara4n + !ood !hich cause ollution + health
ro-lems for children.
c' ?ifest)le + -ehaviour
In@uenced -) asects such as ersonal health :no!ledge; customs; cultural
and religious -eliefs; media in@uence + -eliefs a-out disease causation.
d' Health Care 6)stems
=vaila-ilit)9lac: of reventative rimar) health services
E5istence of a national health olic)
In@uence of traditional medicine
e' 1eveloment
0overt) + lo! socio,economic status caused -) unemlo)ment; single
arenting; teenage arents; lac: of education and raid ur-anisation ma)
afect the health of the child.
!"#$%T&%T'()#* S#+,* -TT. is a long term research roAect underta:en -)
the Bniversit) of Cit!atersrand. 2he) stud)ing DEE0 children -orn in the FH<
+ 6o!eto areas -et!een GD =ril 1$$0 and H Fune 1$$0. Investigate the
-iological* environmental* economic and s)cho,social factors associated !ith
the survival and health of children living in an ur-an environment.
BTT study found the following to be true3
,educated !omen have fe!er children
,!omen !ith higher levels of education ma:e -etter use of ante,natal + ost,
natal services
,their children have higher rates of immunisations
,their children are -etter nourished !hen comared to children of mothers
!ith lo!er educational levels.
/. DISCUSS THE MOST COMMON ENVIRONMENTAL FACTORS WHICH
INFLUENCE HEALTH IN SOUTH AFRICA.
6afe and sanitar) environment
Qualit) medical and dental care
HEC101V Revision Questions
Cater sulies
0. EXPLAIN HOW ILLNESS AFFECTS THE CHILDS NUTRITIONAL
STATUS.
1. DISCUSS THE RELATIONSHIP ETWEEN HEALTH 2 LEARNING.
Good health is essential for efective learning. Illness and health imairments
interfere !ith the learning rocess. ".#$ %arot&'
3. RIEFLY DISCUSS 3 ENVIRONMENTAL FACTORS WHICH HAVE A
NEGATIVE OR POSITIVE EFFECT ON HEALTH IN YOUR COMMUNITY.
4. DISCUSS THE MEANING OF THE FOLLOWING: 56"(7()#!&) #$"&+8$
$(9:#$ 6"&;&#!&)<.
2he goal of health education is health romotion and disease revention.
Health romotion romotes the elimination of oor health ha-its and
adotion health -ehaviours that increase health status. 2herefore* -)
romoting ho! to life a health) lifest)le* illnesses and diseases can -e
revented.
2he :e) to revention is education. Research indicates that revention
rograms do !or:* that children can -e taught imortant safet) s:ills to
revent a-use and illnesses and the) can -ecome emo!ered to rotect
themselves.
".DH0 Ceinstein + Rosen'
1=. EXPLAIN WHAT IS MEANT Y:
a' H(9:#$ .1H
Health is (a state of comlete h)sical* mental + social !ell,-eing* and not
merel) the a-sence of disease + in.rmit)/.
>. H(9:#$ (,+?9#!&)
Health Education can -e de.ned as3 (the deli-erate structuring of lanned
learning oortunities a-out health !hich are aimed at voluntar) changes
in health,related -ehaviours* to give individuals the oortunit) of
achieving a more favoura-le osition on the health continuum/
Health Education includes3
,-eing motivated to adot health,romoting -ehaviours
,heling individuals to ma:e + imlement informed health decisions
,changing -ehaviour voluntaril) to imrove health
c' H(9:#$* :!@(A#*:( .1$
?ifest)le consists of choices* actions* ha-its and atterns that are !ithin
our control and that increase9decrease our ris: for illness9disease.
d' T$( 5H(9:#$ (:!(@ M&,(:< .1I
HEC101V Revision Questions
2he H<% consist of # maAor comonents as an e5lanation of the
circumstances that !ill result in actions -) individuals to rotect their
health ". 1I'
Jerceived susceti-ilit) of a health event
Jerceived severit) of the health event
Jerceived efectiveness of adoting certain -ehaviours to decrease the
health event
Jerceived -arriers to attemts to carr) out the desired -ehaviours
e' H(9:#$ "!AB @9?#&"A .1$
Health ris: factors are characteristics or atterns of -ehaviour that are
associated !ith the otential for develoing an illness9disease.
f' T$( 3 :(7(:A &@ :&?+A &@ ?&)#"&: .1$
Jinternal locus of control K -elieve in their o!n a-ilit) to afect their
health.
Jpowerful-other locus of control K -elieve that their health is under the
control of someone other than themselves.
Jchance locus of control K -elieve that luc:9fate determines their health
status.
11. EXPLAIN HOW YOU COULD INVOLVE PARENTS IN THE HEALTH
EDUCATION CURICULUM OF THE FOUNDATION PHASE.
0arents can -e included in the life of the school* -) the follo!ing !a)s3
as: arents to share their feelings9e5erience a-out ersonal health
issues
esta-lish a school arent centre !hich can sul) resources and serves as
a meeting lace for staf and arents
encourage school and communit) interaction through activities li:e
disla)s in shoing areas in !hich arents* learners and teachers are
involved
create hand-oo: of tis9guidelines for arents
u-lish a monthl) arent ne!sletter
arrange !ee:end9evening information sessions so that arents :no! ho!
to -ecome involved in the school
arent9teacher note-oo:s for communication uroses
12. DISCUSSC GIVING RELEVANT EXAMPLESC THE CRITERIA FOR
DETERMINING APPROPRIATE LEARNING EXPERIENCES FOR HEALTH
EDUCATION IN THE FOUNDATION PHASE.
Refer to age GG in 2?L01
13. EXPLAIN FULLY WHY HEALTH EDUCATION SHOULD E DONE
Y CLASSROOM TEACHERS.
2he classroom teacher is a role model to learners.
Classroom teachers have su-tle* -ut o!erful imact on learners health
-ehaviours -) setting e5amles in eating ha-its* h)sical activities and
resonses to stress.
HEC101V Revision Questions
2he classroom environment and health toics can -e integrated into the
reading and !riting curriculum. ".I'
14. DICUSS THE FOLLOWING STATEMENT: 56$*A!?9: 9?#!7!#* ?9)
"(,+?( #$( "!AB &@ A&;( ?$"&)!? ,!A(9A(A<.
0articiating in regular h)sical activit) has -een found to reduce the ris:
for cardio,vascular diseases* dia-etes and some cancers.
Regular h)sical activit) increase -one densit) and maintain !eight.
0h)sical activit) also imrove mental health and reduce deression.
1/. DISCUSS THE MAIN ATTRIUTES OF EMOTIONAL HEALTH.
10. DISCUSS THE ROLE OF THE TEACHER IN ESTALISHING
EMOTIONAL WELL%EING FOR LEARNERS IN THE FOUNDATION
PHASE.
2eachers must have a ositive in@uence on the emotional !ell-eing of
children.
2eacher must hel learners to -uild their con.dence and self,esteem.
2eachers romote good mental health ractices
2eachers aim to revent emotional ro-lems
2eachers assist arents to arrange treatment for children !ith emotional
ro-lems
2eachers identit) children !ith ossi-le emotional distur-ances
2eachers o!n emotional state is ver) imortant to hel learners to achieve
good mental health
11. DISCUSS THE FOLLOWING STATEMENT: 5#(9?$("A ?9) >( 9
A&+"?( &@ A+66&"# @&" 9 :(9")("A (;&#!&)9: $(9:#$<.
13. DESCRIE HOW CHRONIC STRESS CAN CONTRIUTE TO THE
DEVELOPMENT OF DISEASE.
Chronic stress is correlated !ith a !ide variet) of diseases* from the
common cold to cancer. 6tress !ears do!n the immune s)stem * !hich
ma:es eole more susceti-le to disease.
1iseases related to a d)sfunctional immune s)stem !hich invites colds*
in@uen&a and cancers. ".GEL'
14. DESCRIE SOME POSITIVE AND NEGATIVE WAYS IN WHICH
CHILDREN CAN COPE WITH STRESS.
1efence mechanisms are used to coe !ith stress* such as3
Daydreaming a-out leasura-le situations
Repression K forgetting unleasant e5eriences
Denial K refusal to -elieve that a stressful situation is real
Rationalization K coming u !ith sociall) acceta-le Austi.cations
for -ehaviour9situations
HEC101V Revision Questions
Reaction formation K adoting -ehaviours9attitudes that are e5actl)
the oosite of ho! the erson reall) feels
ro!ection K lacing the -lame or ro-lems on someone else
Displacement K re,directing sociall) unacceta-le -ehaviour from
the true source to a less threatening su-stitute
Regression K reverting to childish9childli:e -ehaviours
"solation K detaching oneself from the underl)ing cause of a
stressor
".GH1 , Ceinstein + Rosen'
2eachers can hel children -) dealing !ith stress -) recognising earl)
changes in -ehaviour* -) roviding a sta-le environment and -)
encouraging children to tal: a-out their feelings.
6ome methods of coing !ith stress3
Bse of music for rela5ation
Rela5ation activities K use of imager) and visualisation* ma:e,
-elieve* -oo:s + stories* movement activities
6hort eriods of vigorous la)* follo!ed -) rest
=rt activities K !ater la)* cla)9la)dough* ainting* sandit
"sensoatic'
1ramatic la) K using dolls9uets to act out feelings of fear*
anger or frustration
". DG %arot&'
2=. CRITICALLY DISCUSS THE FOLLOWING STATEMENT:
5;(,!?9#!&) !A 9) (D(?#!7( '9* #& ;9)98( A#"(AA<.
21. EXPLAIN THE EFFECTS OF THE FOLLOWING ON THE ODY:
9. A:?&$&: +A(
1eresses and slo!s Central Mervous 6)stem
=fect -rain functioning
=fect seech + motor s:ills* slo!ing reactions
>. T&>9??& +A(
2emoraril) increases heart rate and -lood ressure
?. C&?9!)( +A(
6timulant to the central nervous s)stem
1octors use as anaesthetic
Mum-s su-Aective9emotional ain
Chen cocaine is a-used "snorted' K delusions* severe !eight loss
and agitated -ehaviour
,. D9889 +A(
=ltered state of consciousness "descri-ed as (!asted or high/'
Can lead to erson feeling rela5ed* energised or alert
%ood enhancer e5aggerates the e5isting mood of user
22. DESCRIE THE VARIOUS CATEGORIES OF CHILD AUSE 2
NEGLECT.
=-use3
Jh)sical a-use K non,accidental inAur) or threat of inAur) caused -)
child8s caregiver
HEC101V Revision Questions
Jse5ual a-use K an) contact9interaction -et!een a child + an adult in
!hich the child is used for se5ual stimulation of the adult
Jemotional a-use K s)chological maltreatment* imairing a child8s
s)chological gro!th and develoment.
Meglect3
Jchild neglect K caregivers failure to rovide for a child8s h)sical*
educational* or emotional needs
Jh)sical neglect K lac: of food* shelter and clothing; failure to rovide
ade>uate nutrition* safe and clean shelter* inade>uate clothing that is
inaroriate for the !eather; oor h)giene; lac: of aroriate
suervision "such as leaving child home alone for long eriods'; failure to
rovide medical care.
Jeducational neglect K failure to ensure that the child attends school
regularl) and9or inattention to secial educational needs
Jemotional neglect K refusal9failure to rovide s)chological care
"-uilding ositive self,esteem; reassurance'; ermission for the child to
use drugs9alcohol etc.
23. CRITICALLY DISCUSS SOME OF THE FACTORS WHICH HAVE
EEN LINKED TO THE INCREASING INCIDENCE OF CHILD AUSE IN
SOUTH AFRICA.
6tress* such as .nancial9!or:,related stress
Fo- losses 9 Redundancies
=-sence of good arenting s:ills
1rug9alcohol related ro-lems
?ac: of atience
24. DISCUSS THE SIGNS AND SYMPTOMS OF THE FOLLOWING:
9. P$*A!?9: 9>+A(
Reeated9une5lained inAuries eg3 -urns9fractures9-ruises
Cears clothing to hide inAuries eg3 inaroriate for !eather
conditions
Nre>uentl) late9a-sent
Bnusuall) fearful of adults; eseciall) arents
=ears malnourished or deh)drated
=voids logical e5lanations for inAuries
Cithdra!n9an5ious9uncommunicative or outso:en + disrutive
?ac:s afection* -oth giving + see:ing
>. P$*A!?9: )(8:(?#
=rrives to school unclean9-ad odour from dirt) clothing9hair
Is in need of medical9dental care
Nre>uentl) hungr) -egs9steals food !hilst at school
Inaroriate clothing or foot!ear , often si&ed too small9large
1resses inaroriatel) for !eather conditions arrives !ithout
Aerse) during !inter
Chronicall) tired falls aslee at school 9 lac:s energ) to la) !ith
others
?oner di4cult) getting along !ith other children
?. E;&#!&)9: 9>+A(
HEC101V Revision Questions
Generall) unha) seldom smiles9laughs
=ggressive + disrutive OR sh) + !ithdra!n
Reacts !ithout emotion to actions
1ela)ed gro!th and9or emotional +intellectual develoment
,. E;&#!&)9: )(8:(?#
0oor academic erformance
Cithdra!n* inattentive and aathetic
Nre>uentl) a-sent9late
Bse an) means to gain teacher8s attention + aroval
6eldom articiates in e5tra,curricular activities
Engages in delin>uent -ehaviours eg3 stealing; vandalism; se5ual
misconduct; a-use of drugs9alcohol
(. S(E+9: 9>+A(
Bnderclothing torn* stained or -lood)
Comlains of ain9itching in genital area
Venereal disease
Raid !eight loss9gain
6udden failure in school erformance
Nascination !ith -od) arts tal:s a-out se5ual activities
1i4cult) getting along !ith other children !ithdra!n* -a-)li:e*
an5ious
Involved in delin>uent -ehaviour eg3 running a!a)* alcoholism* drug
a-use or rostitution
2/. HOW WOULD YOU IDENTIFY AN AUSED CHILD AT SCHOOL?
2he teacher must -e a-le to recognise all the) h)sical and -ehavioural
s)mtoms !ith indicate a-use such as3 ==<CC11HBC
(2eacher attention see:ing/ -ehaviour
Nre>uent late9a-sent from school
%aAor changes in -ehaviour such as3 aggressive; an5ious; !ithdra!n
Chronicall) tired falls aslee at school9lac:ing energ)
Nre>uentl) comlains of ain
1resses inaroriatel) for !eather conditions arriving to school in
!inter !ithout shoes9Aerse)
=rrives unclean9dirt) to school
Nre>uentl) hungr)
Bnha) seldom smiles9laughs
Raid !eight loss9!eight gain
20. DISCUSS THE ROLE OF THE TEACHER WHEN CONFRONTED Y
AN AUSED CHILD.
I,()#!F?9#!&) &@ #$( 9>+A(, ?$!:, K teacher must -e a-le to
recognise all the h)sical and -ehavioural s)mtoms !hich indicate
a-use.
I,()#!F?9#!&) &@ #$( 9>+A!7( 69"()# K teacher must -e on the
loo:out for -ehavioural characteristics of a arent !hich could indicate
that their child !as at ris: of a-use.
HEC101V Revision Questions
W"!##() "(?&",A K teacher should :ee !ritten records of all
o-servations regarding susected and9or susected a-use.
R(6&"#!)8 &@ ?$!:, 9>+A( K teacher must reort susicions to the
rincial as !ell as to the social !or:er* medical doctor9nurse or olice
o4cer so that a roer investigation can -e underta:en. 2eacher must
MEVER confront the arents herself as this could anger them* ossi-l)
increase the a-use and destro) the arent,teacher relationshi.
H(:6!)8 9>+A(,G)(8:(?#(, ?$!:,"() K critical things !hich a
teacher should rovide to suort and hel and a-used child so that
the child develos a sense of !ell,-eing to rogress -e)ond a-use such
as3 Jtrust Jredicta-le routines Jconsistent -ehaviour Jsafe -oundaries
Jcon.dence and Jgood communication s:ills ".D0,D1 2?L01'
21. EXPLAIN HOW YOU WOULD EDUCATE FOUNDATION PHASE
LEARNERS AOUT SEXUAL AUSE.
Children should -e taught that some arts of their -odies are rivate;
for e5amle those arts of the -od) that is covered -) a s!imming
costume. 2he) need to :no! that no-od) has the right to touch those
areas* e5cet a arent or health rofessional !ho is heling !ith or
conducting a medical e5amination. Children should also :no! that no
one has the right to as: them to touch these arts on another erson8s
-od).
Children should -e heled to identif) and diferentiate -et!een
diferent t)es of touching3
, #ood touches eg3 hugs9:isses !hich ma:e children feel ositive
a-out themselves
, $onfusing touches eg3 !hich ma:e the child uncomforta-le
, Bad touches eg3 hitting* rolonged9e5cessive tic:ling or touches to
rivate -od) areas
Children should -e taught to sa) MO to un!anted touches. Children
must also :no! that -ad touches ma) come from some-od) the)
:no!.
Children need to -e encourages to communicate oenl) so that secrets
are discouraged. 2he) should :no! !ho the) can go to if something is
-othering them eg3 li:e a arent9teacher.
2eacher must use stories9games to constantl) reinforce revention
concets -) for e5amle la)ing (!hat if.../ games !hich ose a
h)othetical situation.
23. 5T$( A#"(AA &@ ;&,(") :!7!)8 $9A "(A+:#(, !) 9) !)?"(9A( !)
?$!:, 9>+A(<. CRITICALLY ANALYSE THIS STATEMENT.
24. DESCRIE THE EFFECTS OF HOSPITALISATION ON THE
YOUNG CHILD.
HEC101V Revision Questions
Children under the age of L )ears are articular) susceti-le to the
stresses of hositalisation -ecause of their develomental level and age.
Poung children are more rone to illness so the) are more li:el) to re>uire
hositalisation* -ut at such a )oung age the) are least a-le to coe !ith
hositalisation.
Hositalisation can cause an5iet) -ecause the child is forci-l) searated
from famil) and friends.
=dditional factors include3
, <eing su-Aected to ain
, Intrusive rocedures such as3 inAections
, Bnleasant side efects of medication + treatments
3=. DISCUSS THE WAY IN WHICH THE TEACHER CAN PREPARE
CHILDREN FOR HOSPITALISATION.
2he hosital is unfamiliar to children and can thus -e a scar) thought for
children. 2he teacher can tell children a-out the hosital and even arrange
an outing to the hosital.
2he teacher can arrange for a nurse9doctor to come to the school and tell
children more a-out !hat haens at a hosital.
31. EXPLAIN WHAT YOU UNDERSTAND Y THE CONCEPT OF
REGRESSION AS A SYMPTOM OF POST%HOSPITALISATION STRESS.
Regression can -e de.ned as3 (a coing mechanism !here-) the
individual reverts temoraril) to an earlier* reviousl) a-andoned
develomental stage of -ehaviour in order to retain or regain master) of a
stressful* an5iet),roducing9frustrating situation* thus achieving self,
grati.cation and rotection.
2here are # main reasons !h) a child uses regression to coe !ith the
stress of hositalisation3
, 2he degree of stress e5erienced
, 2he arental,child relationshi !hich afects the child8s a-ilit) to
coe !ith stress
, 2he age factor K the G,I)r old are more li:el) to regress than an
older child
, 2he factor of individual diferences !hich !ill determine if a seci.c
child uses regression -ecause of a lo! frustration tolerance or if the
child fails to regress -ecause of a revious oortunit) to ractice
coing !ith the stress of hositalisation.
2)ical signs of regression3
<ed!etting
Canting to -e dressed
Ned9-athed again
2hum- suc:ing
Chining
2emer tantrums
Cr)ing
Clinginess
Mightmares
Me! fears
HEC101V Revision Questions
Increased demands for attention
32. DISCUSS COMMON SOURCES OF STRESS IN FOUNDATION
PHASE LEARNERS AND EXPLAIN HOW YOU COULD HELP CHILDREN
COPE WITH STRESS.
Common 6ources of 6tress ma) include3
1ivorce
%oving to a ne! to!n9school
Illness
1eath
33. A CHILD IN YOUR CLASS HAS RECENTLY DIED FROM A
CHRONIC ILLNESS. EXPLAIN HOW YOU WILL DEAL WITH THIS
SITUATION IN THE CLASSROOM SITUATION.
34. GIVE SOME EXAMPLES OF WAYS IN WHICH THE TEACHER
CAN EXPLAIN THE CONCEPT OF DEATH TO A YOUNG LEARNER.
3/. DISCUSS THE FOLLOWING STATEMENT: 5?$!:,"() "(9?# #&
,(9#$ 9??&",!)8 #& #$(!" ,(7(:&6;()#9: A#98(A<.
30. DISCUSS THE WAYS IN WHICH THE TEACHER CAN SUPPORT
THE FAMIL OF A CHILD WHO IS SUFFERING FROM A CHRONIC
ILLNESS.
2he teacher must -e a-le to rovide s)mathetic and suita-le suort to
-oth the learner and his9her famil)3
2eacher should suort -oth the child and arents !ith regards to
learners needs for medication during school hours* e5tra rest
eriods* seci.c toileting needs* a-sences from school* e5tra hel
!ith school !or:* em-arrassment a-out h)sical aearance etc.
%aintain con.dential information !ritten arental ermission is
re>uired to divulge an) information to other staf.
%odif) the school rogramme for learner !ith chronic illness such
as additional resting time or dietar) adatations.
2eacher should -e a!are of the efects of an) medication !hich
could cause changes in learners -ehaviour such as
h)eractivit)9dro!siness.
2eacher should determine from the arents* the learners o!n
understanding and :no!ledge of his9her illness
2eacher must ensure that the school and classroom environment
ma:es allo!ances for the child8s seci.c chronic illness such as3
su4cient sace for !heelchair users; level of seci.c allergens
"chal: dust* et hair* ollen' should -e eliminated if there are
asthmatic or allergic children in the class.
2eacher should -e a-le to coe !ith an) seci.c health
emergencies related to a seci.c chronic illness such as3 asthma
HEC101V Revision Questions
attac: or h)ogl)caemia due to lo! -lood sugar levels in a dia-etic
learner.
31. DISCUSS THE ROLE OF THE TEACHER IN THE CARE AND
SUPPORT OF LEARNERS WHO ARE INFECTED OR AFFECTED Y
HIVGAIDS.
2he teacher should consider EVERPOME as otentiall) HIV,infected and
ta:e the follo!ing recautions3
Qee all sores9cuts on our hands covered !ith a !aterroof laster.
1o not share items !hich ma) -ecome contaminated !ith -lood
such as3 tooth-rushes
2a:e universal recautions !hen treating an) -leeding !ound or
dealing !ith an) -lood,contaminated -od) @uids or articles
1isinfect all sills of -lodd or -lood,stained -od) @uids !ith 1310
solution
=l!a)s handle -lood,contaminated clothes9cloths !ith gloves and
soa: these items in the -leach solution -efore !ashing it !ith hot
!ater + soa.
=l!a)s ut u a notice* !arning arents and staf a-out an)
chic:eno5 or other communica-le disease out-rea: in the school*
as ersons !ith a lo! immunit) are articular) sensitive to some
infections.
2eacher should not discriminate against an) erson -ecause of
his9her HIV status.
33. DISCUSS THE ROLE OF THE TEACHER WHEN DEALING WITH
THE HIV%INFECTED CHILD DURING SPORTING ACTIVITIES.
34. DISCUSS THE IMPLICATIONS OF THE OFFICIAL SCHOOL
POLICY ON HIVGAIDS FOR THE FOUNDATION PHASE TEACHER.
4=. EXPLAIN IN DETAIL THE IMPLICATIONS OF 5+)!7("A9:
6"(?9+#!&)A< @&" #$( 6"!;9"* A?$&&: A!#+9#!&).
41. RIEFLY INDICATE WHAT APPROPRIATE INFORMATION YOU
WOULD INCLUDE WHEN PLANNING THE FOLLOWING LEARNING
ACTIVITIES FOR FOUNDATION PHASE LEARNERS:
9. P(,(A#"!9) A9@(#*
Road safet) rules eg3 ho! to cross a road safel)
2ra4c O4cer
>. !?*?:( A9@(#*
Road safet) rules
?. H&;( A9@(#*
Electrical e>uiment
6har o-Aects
%edication
Nire revention
Chat to do !hen stranger is at )our front door
HEC101V Revision Questions
=ccident revention
Emergenc) contact num-ers
,. S?$&&: A9@(#*
Outdoor la) rules
Indoor la) rules
2oilet routine rules
(. D()#9: $(9:#$
<rush teeth t!ice dail)
1ental chec:,us ever) I months 2he 1entist
Nood for health) teeth
@. F&&, A9@(#*
Health) food V6 Bnhealth) food
6ome foods must -e coo:ed
6ome foods must -e refrigerated
Mutrients necessar) for health) -odies
Cleanliness
8. H(9:#$* @&&, @&" A?$&&: :+)?$(A
Health) food V6 Bnhealth) food
Mutrients
$. C&)A+;(" $(9:#$
%edicine
Reading la-els
=dvertisements
!. P$*A!?9: F#)(AA
1ail) e5ercise is imortant
%ovement rings !ith h)sical movements
Ch) h)sical e5ercise is good for )ou
H. P"(7()#!&) &@ 6&!A&)!)8

B. F&&, 8+!,( 6*"9;!,

Nood grous
:. F!"( A9@(#*
Nire revention
Niremen
Niretruc:
Mum-er to contact in case of .re
42. WHAT IS THE ROLE OF THE ECD TEACHING IN PROVIDING
NUTRITION EDUCATION ACTIVITIES FOR THE YOUNG CHILD?
2he rimar) goal of nutrition education at the reschool level is to
introduce children to some simle* -asic rinciles of nutrition and the
encourage them to eat and enAo) a variet) of nutritious foods. ".##0
%arot&'
43. DISCUSS 4 WAYS IN WHICH NUTRITION EDUCATION
ACTIVITIES CAN AID CHILD DEVELOPMENT.
Mutrition education activities foster child develoment in the follo!ing
areas3
, romote language development
Jlearn food names* food rearation terms and utensil names
HEC101V Revision Questions
Jlanguage s:ills and nutrition concets
, romotes cognitive development
Jlearn to follo! ste,-),ste directions in recies
Jmath concets such as measurement* counting and time eriods
Jscience concets such as changes form* heating* chilling etc
, romote sensorimotor development
Jhand,.nger muscle develoment through measuring* mi5ing +
sreading.
Jshaes* te5tures and colours are learned
, romote social/emotional development
Jlearn to !or: as art of a team
J:no!ledge and accetance of cultural foods and diferences
Jgain ositive self,concet !hen the) master s:ills such as ouring
Auice into a glass for themselves
".###,##L %arot&'
44. DISCUSS THE CRITERIA USED FOR CHOOSING APPROPIRATE
NUTRITION EDUCATION CONCEPTS FOR YOUNG CHILDREN.
Mutrition education is an) activit) that tells a erson something a-out
food.
<asic concets of nutrition education3
, $hildren must have food to grow and to have healthy bodies
Jall animals and lants need food
Jeating food hels children gro!* la)* learn and ha)
Jman) foods are good for us
, %utrients come from foods& "t is these nutrients that allow children
to grow and be healthy
Jafter food is eaten* the nutrients are set free to !or: in our -odies
Jnutrients do diferent things in our -odies
Jman) dif nutrients are needed each da)
Jfoods are the sources of all of the nutrients !e need
, ' variety of foods need to be eaten each day& %o ( food gives all of
the needed nutrients
Jdif foods rovide dif nutrients so !e need to eat man) :inds of
food
Jnutrients !or: together in our -odies !e need man) dif nutrients
each da)
Jchildren should -e e5osed to and encouraged to accet a variet)
of fodds from each of the Nood Guide 0)ramid
Jchildren should e5lore ho! foods difer in colour* shae* te5ture
and taste
Jchildren can learn to grou and identif) certain :inds of food such
as3 fruit* -read and meats
, )oods must be carefully handled before they are eaten to ensure
that they are healthy and safe
Jcleanliness is most imortant
Jsome foods can onl) -e eaten coo:ed
Jsome foods must -e refrigerated
Jinvolving children !ith food rearation hels them learn a-out the
things that must -e done to foods -efore the) ma) -e eaten
Jeating foods that has not -een handled roerl)* can ma:e us ver)
ill
HEC101V Revision Questions
". ##1 %arot&'
4/. EXPLAIN WHY HEALTH 2 SAFETY EDUCATION ARE
IMPORTANT FOR YOUNG CHILDREN.
40. HOW CAN TEACHERS DECIDE IF HEALTHC SAFETY AND
NUTRITION RESOURCE MATERIALS ARE RELIALE?
41. DESCRIE HOW YOU WOULD DEAL WITH THE FOLLOWING
EMERGENCY SITUATIONS:
9. L(9")(" '$& !A ?$&B!)8
>. L(9")(" '!#$ 9 )&A(>:((,
Jut on .rst aid gloves
Jlace child in sitting osition* do not tilt head -ac:
J.rml) gras and s>uee&e the child8s nostrils !ith fore.nger + thum-
"using tissue' for at least Lmins -efore releasing ressure
Jal) an iceac: to the -ridge of the nose
Jchild not to run around or -lo! nose for fe! hours
Jinform arent that child had a nose-leed
?. A,+:# '!#$ A+A6(?#(, $(9"#%9##9?B
J
,. L(9")(" '!#$ F"A#%,(8"(( >+")
Jsu-merge the -urned art in cool !ater* or hold under running !ater for
1L,G0mins
Jelevate -urned art to relieve discomfort
Jcover -urn !ith sterile gau&e dressing and tae in lace
Jdo not use greas) ointments or creams
Jadvise arent
(. L(9")(" '!#$ A(?&),%,(8"(( >+")
Jsame as a-ove
Jdo not o the -listers
Jsee: medical attention immediatel)
@. L(9")(" '!#$ #$!",%,(8"(( >+")
Jsame as a-ove
Jsee: medical attention immediatel)
8. L(9")(" '!#$ 9) (6!:(6#!? A(!I+"(
Jrotect learner from falling or getting hurt -) assisting him9her to the
ground
Jmove a!a) furniture9ha&ards to revent inAur)
Jloose clothing if it restricts movement
Jno attemt must -e made to restrain the tongue
Jno attemt to lace an)thing in the mouth or give li>uids
Jreassure learner and monitor learner until sei&ure su-sides
Jafter sei&ure* lace learner on side to revent an) @uids going do!n the
throat
Jallo! learner to rest
JE%6 should -e activated !ith multile sei&ures or sei&ures for longer than
Lmins
$. L(9")(" '!#$ 9A#$;9#!? 9##9?B
Jhel learners -) roviding reassurance and heling to locate medication
or inhaler
HEC101V Revision Questions
Jmove learner to an irritant,free environment as environmental allergens
such as dust9smo:e9aint fumes can cause -ronchial sasms
Jlace learner in sitting osition to ease -reathing
Jencourage learner to drin: !ater "less severe'
!. L(9")(" '!#$ $*6("8:*?9(;!? -,!9>(#!?. ?&;9
6igns3
J-lood sugar !ill -ecome to high
Je5cess sugar in -lood gives -reath a fruit) odour
Jleaner -ecomes tired and dro!s) -ecause -od) does not have fuel for
energ)
Jma) -e e5tremel) thirst) or even vomit
2reatment3
JInAect insulin
H. L(9")(" '!#$ $*6&8:*?9(;!? -!)A+:!). ?&;9
6igns3
Jsugar is too lo!
Jtoo much insulin or vigorous e5ercise can remove too much sugar from
the -lood
Jstaggering* oor concentration * anger* -ad temer* confusion*
disorientation* s!eating* ale colour and sudden hunger
2reatment3
Jfeed learner sugar) items such as3 fruit Auice9co:e; chocolate9cand)
J!ithin 10,1Lmins condition should imrove
43. HOW WOULD YOU ENSURE THE SAFETY OF LEARNERS ON
THE PRIMARY SCHOOL PLAYGROUND?
0la) areas are located a!a) from heav) tra4c* loud noises and sources
of contaminated ollution
0la) areas are !ell drained
<athroom facilities and drin:ing fountain is easil) accessi-le
= variet) of la) surfaces "grass9concrete9sand' are availa-le
<alance of shad)9sunn) areas
0la) e>uiment is in good condition no -ro:en9rust)9shar edges
?arge ieces of e>uiment are sta-le and anchored into the ground
0la)ground are enclosed !ith a fence !ith a gate and !or:a-le loc:
2here are no oisonous lants9shru-s in the area
Grounds are maintained and are free of de-ris and -ro:en e>uiment
6!imming ools are suervised and loc:ed !hen not in use
44. HOW WOULD YOU ENSURE THE SAFETY OF LEARNERS
DURING SPORTING ACTIVITIES?