ECE112 - Healthy Safe Environments

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Last revision date Sep 30, 2019 12:02:33 AM
Last review date Dec 2, 2019 12:15:01 AM

Subject Title
Healthy Safe Environments

Subject Description
Students will learn about health, safety and nutrition practices in Early Childhood programs. The process of child abuse reporting will be examined at an introductory level.

Credit Status
ECE 112 is an Early Childhood Education Diploma Program prescribed subject.   ECE 112 is a first year, first semester subject. The pre-requisites are equivalent to the criteria set for admission into the Early Childhood Education Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:


Upon successful completion of this subject, the student will be able to:

1. Abide by current health, safety, and nutrition regulations and guidelines

2. Explain how the specific health needs of individual children are met.

3. Identify & analyze the environmental stressors, which may affect children's health.

4. Identify characteristics of safe and developmentally appropriate environments and the strategies required in order to maintain safe environments both indoors and outdoors.

5. Describe the essential components of children's outdoor environments, which meet their developmental needs and include increments of challenge.

6. Know the legislated procedures required in reporting suspected child abuse as it relates to the student teacher.

7. Demonstrate sensitivity and respect for the primary role of families.

8. Analyze the factors involved in creating & maintaining of positive, diverse and relaxing meal time experiences.

9. Articulate the four major food groups as they contribute to the maintenance of health and growth.

10. Plan nutritious snacks and meals for children.

11. Examine the relationship between nutrition and dental care.

12. Discuss consumer facts regarding the contents and packaging of food items.

13. Identify signs and symptoms of common communicable diseases.

14. Demonstrate the understanding of when and how to employ procedures related to illness.

15. Identify measures that can be taken to reduce communicable diseases.

16. Identify personal hygiene practices and recognize the significance in communicable disease control in child care.

17. Apply principles of occupational health to one's own life and health promotion to the lives of children and their families.

18. Examine the use of universal precautions.
19. Examine the impact on healthy child development of exposure to environmental contaminants and measures to protect children.


The following are the Early Childhood Education Program Vocational outcomes. The outcomes listed in bold font indicate which outcomes are focused on in this subject.

The graduate has reliably demonstrated the ability to:
  1. Design, implement and evaluate inclusive and play-based early learning curriculum* and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.
  2. Establish and maintain inclusive* early learning environments* that support diverse*, equitable and accessible developmental and learning opportunities for all children* and their families*.
  3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s* learning across the continuum of early childhood development*
  4.  Establish and maintain responsive relationships* with individual children*, groups of children* and families*
  5. Assess, develop and maintain safe, healthy and quality early learning environments* which meet the requirements of current legislation, agency policies and evidence-based practices* in early learning.
  6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children*, families*, colleagues, employers, and community partners.
  7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice* guidelines, and interpret their impact on a variety of early learning environments*.
  8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards* of early childhood education practice.
  9. Advocate* for quality early learning environments* and collaborate with members of the early learning team, families* and community partners to establish and promote such settings.
  10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices* in early learning and related fields.

Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

Respond to written, spoken, or visual messages in a manner that ensures effective communication.

Execute mathematical operations accurately.

Apply a systematic approach to solve problems.

Use a variety of thinking skills to anticipate and solve problems.

Locate, select, organize, and document information using appropriate technology and information systems.

Analyze, evaluate, and apply relevant information from a variety of sources.

Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Manage the use of time and other resources to complete projects.

Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.