Charles Sturt University Subject Outline
EEB XXXXXXXXXXA D-28 January 2018-Version 1 Page of 1 21
EEB309 - Wellness and Wellbeing
Session 1 2018
Faculty of Arts and Education
School of Education
Distance Mode
Welcome to a new session of study at Charles Sturt University. Please refer to the University’s
(http:
student.csu.edu.au/study/acknowledgement-of-country).Acknowledgement of Country
Subject Coordinator Julie May
Email XXXXXXXXXX
Phone XXXXXXXXXX
Campus Albury
Building/Room number 763/101
Consultation procedures
The above phone and room details are inco
ect. I am available via email ( XXXXXXXXXX) and
through forum consultation during set times throughout the week. There will also be other tutors
working in this subject who will also be available for consultation. You will be informed of the details
of such consultation via the EEB309 Interact2 site.
If you cannot contact your Subject Coordinator, please contact your teaching team using the contact
details and consultation procedures provided on your Interact2 subject site.
What is your subject about? A
ief overview
This subject explores the concept of wellness and wellbeing for staff and children in early childhood
settings. A health model of wellness and wellbeing is used to provide a framework for exploring the
social, mental, physical, environmental, emotional and spiritual aspects of life for adults and children.
Initially in each of the areas, a
oad social view is taken, then consideration is given to adult
perspectives, and then the relevance for children is explored.
Learning outcomes
On successful completion of this subject, you should:
understand the concepts of wellness and wellbeing from a health model and how this pertains
to the early childhood context;
ecognise the impact that wellness and wellbeing has on the continuing development of the
individual (adult and child);
analyse the social and media aspects related to health issues;
eflect on the social value placed on wellness and wellbeing and how this influences
educators' perspectives on teaching practice in early childhood settings;
consider theoretical and practical means for fostering the wellness and wellbeing of children,
staff and families in early childhood settings;
evaluate how well early childhood services provide for the wellness and wellbeing of
children, staff and families;
explain the value of providing for the wellness and wellbeing of those involved in early
childhood settings;
ecognise and understand the role of leaders and advocates in the early childhood profession
in ensuring conditions in early childhood settings support the wellness and wellbeing of
children, families and staff;
devise useable ideas and experiences that are able to be implemented in early childhood
settings to provide for the wellness and wellbeing of the people there; and
http:
student.csu.edu.au/study/acknowledgement-of-country
Charles Sturt University Subject Outline
EEB XXXXXXXXXXA D-28 January 2018-Version 1 Page of 2 21
Session
Week
Week
Commencing
Modules Readings
1
26th Fe
uary
2018
Session 3
commences
Module 1:
Introduction
and Welcome
1.1.
Beginning at
CSU.
1.2.
Introduction to
EEB309
1.3 Study
esources and
learning
activities
There are no readings this week. Please spend time this week
familiarising yourself with our Interact site and watching the ALLaN
videos.
ecognise the relationship that overall wellbeing has to social competence and the role that
early childhood professionals have in fostering this.
Pass Requirements
In order to pass this subject, students must complete and submit all assessment items and achieve an
overall mark equivalent to 50% of the total marks for the subject.
Key Subjects
Passing a key subject is one of the indicators of satisfactory academic progress through your course.
You must pass the key subjects in your course at no more than two attempts. The first time you fail a
key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from the
course.
The (https:
policy.csu.edu.au/view.cu
ent.php?id=00250) sets out theAcademic Progress Policy
equirements and procedures for satisfactory academic progress, for the exclusion of students who fail
to progress satisfactorily and for the termination of enrolment for students who fail to complete in the
maximum allowed time.
Assumed knowledge
Academic integrity means acting with honesty, fairness and responsibility, and involves observing and
maintaining ethical standards in all aspects of academic work. This subject assumes that you
understand what constitutes plagiarism, cheating and collusion. If you are a new student we expect you
to complete the modules called Academic Integrity at CSU
(https:
interact2.csu.edu.au/webapps
lackboard/execute/courseMain?course_id=_16412_1&task=true&src=).
Prescribed Text
There is no prescribed text for this unit.
The textbooks required for each of your enrolled subjects can also be found via the Student Portal
(http:
student.csu.edu.au/study/study-essentials/textbooks) page.Textbooks
Subject and Assessment Schedule
Schedule
Subject Outline: Please print this document so you have this information readily available. Everything
you will need to know about the subject will be contained in this document.
https:
policy.csu.edu.au/view.cu
ent.php?id=00250
https:
interact2.csu.edu.au/webapps
lackboard/execute/courseMain?course_id=_16412_1&task=true&src=
http:
student.csu.edu.au/study/study-essentials/textbooks
Charles Sturt University Subject Outline
EEB XXXXXXXXXXA D-28 January 2018-Version 1 Page of 3 21
Session
Week
Week
Commencing
Modules Readings
1.4 View CSU
ALLaN Videos
1.5 Referencing
2
5th March
Module 2:
Defining
wellness and
wellbeing
2.1 Overview
2.2 Defining
wellness and
wellbeing
2.3 So what is
wellness?
2.4 Dimensions
of wellness
McMu
ay, A. and Clendon, J XXXXXXXXXXCommunity Health and
Wellness: Primary Health Care in Practice (4th Edition) Healthy
Children. Chatswood, Elsevier Health Sciences. pp XXXXXXXXXXLocated in
Interact > Learning Content > The Useful Folder).
Ro
ins, G., Powers, D., & Burgess, S XXXXXXXXXXUnderstanding
wellness. A wellness way of life. New York, McGraw-Hill: pp.7-14.
(Located in e-reserve).
3
12th March
Module 3.
Wellness and
Justice
3.1.
Determinants of
wellness and
wellbeing.
3.2 Equity &
justice in
wellness &
wellbeing
3.3 The health
message
Liamputtong, P., Fanany, R., & Ve
inder, G XXXXXXXXXXHealth, illness,
and well-being: an introduction. Health, illness and well-being. P.
Liamputtong, R. Fanany and G. Ve
inder. South Melbourne, Oxford
University Press: pp. 11-17.
Henderson-Wilson, C XXXXXXXXXXHealth as social construct. Health,
illness and well-being: Perspectives and social determinents. P.
Liamputtong, R. Fanany and G. Ve
inder. South Melbourne, Oxford
University Press: XXXXXXXXXX.
Portsmouth, L XXXXXXXXXXHealth and the media. Health, illness and
well-being: Perspectives and social determinants. P. Liamputtong, R.
Fanany and G. Ve
inder. South Melbourne, Oxford University Press:
pp XXXXXXXXXX.
(All located in e-reserve).
Graham, H XXXXXXXXXXConcluding comment. Unequal Lives. New York,
McGraw-Hill: pp XXXXXXXXXXLocated in Interact > Learning Content
The Useful Folder).
4
19th March
Census date:
23rd March
2018
Assignment
one due date:
Module 4:
Wellness fo
our children
4.1.
Introduction:
healthy children
4.2. Physical
McMu
ay, A. and Clendon, J XXXXXXXXXXCommunity Health and
Wellness: Primary Health Care in Practice (4th Edition) Healthy
Children. Chatswood, Elsevier Health Sciences. Section 2 Chapter 6
(Link to e-book located in Module 4).
Sellers, K., Russo, T. J., Baker, I., & Dennison, B. A XXXXXXXXXXThe role
of childcare providers in the prevention of childhood overweight.
Journal of Early Childhood Research 3, XXXXXXXXXXDOI:
10.1177/1476718x XXXXXXXXXXLink located in Module 4).
Charles Sturt University Subject Outline
EEB XXXXXXXXXXA D-28 January 2018-Version 1 Page of 4 21
Session
Week
Week
Commencing
Modules Readings
25th March
2018
dimension of
children's
wellness
Kearns, K. (2010a). Children's health, safety and wellbeing. The big
picture. French's Forest, NSW, Pearson Australia: pp XXXXXXXXXX.
(Located in e-reserve).
5
26th March
Module 4:
Wellness fo
our children
(continued)
4.4
Socio-emotional
dimension of
children's
wellness.
Davis, E., Priest, N., Davies, B., Smyth, L., Waters, E., He
man, H.,
(...) & Williamson, L XXXXXXXXXXFamily day care educators: an
exploration of their understanding and experiences promoting
children's social and emotional wellbeing. Early Child Development
and Care 182, XXXXXXXXXXDOI: XXXXXXXXXX/ XXXXXXXXXX
OR
Davis, E., Priest, N., Davies, B., Sims, M., Ha
ison, L., He
man, L.
(...) & Cook, L XXXXXXXXXXPromoting children's social and emotional
wellbeing in childcare centres within low socioeconomic areas:
Strategies, facilitators and challenges. Australasian Journal of Early
Childhood 35, pp. 77-86
(Links located in Module 4).
6
2nd April
Module 4:
Wellness fo
our children
(continued)
4.5. Intellectual
dimension of
children's
wellness
Dowling, M XXXXXXXXXXPlaying with thoughts and ideas: Young
children's thinking 3-5 years. Young Children's Thinking. London,
SAGE Publications. (Link located in Module 4 PowerPoint).
7
9th April
Assignment
two due date:
15th April
2018
Module 4:
Wellness of ou
children
(continued)
4.6 Spiritual
dimension of
children's
wellness
4.7
Environmental
dimension of
children's
wellness
Eaude, T XXXXXXXXXXHappiness, emotional wellbeing, and mental health
- what has children's spirituality to offer? International Journal of
Children's Spirituality, 14:3, XXXXXXXXXXThe excerpt you are required
to read [pp XXXXXXXXXXHow does spirituality relate to happiness,
emotional well-being and mental health?] is located in Interact
Learning Content > The Useful Folder).
Born Selly, P XXXXXXXXXXCreating a greener earth. Early childhood
activities for a greener earth. St. Paul, Redleaf press. org: pp. 1-13.
(Link located in Module 4).
Carter, M XXXXXXXXXXMaking the environment the third teacher.
Exchange July/August, pp XXXXXXXXXXLink located in Module 4).
8
16th April
Mid session
eak
9
23rd April
Mid session
eak
Module 5:
Caring for the
care
Ro
ins, G., Powers, D., & Burgess, S XXXXXXXXXXUnderstanding
Charles Sturt University Subject Outline
EEB XXXXXXXXXXA D-28 January 2018-Version 1 Page of 5 21
Session
Week
Week
Commencing
Modules Readings
10 30th April
5.1. Why the
emphasis on the
carer?
5.2. Physical
dimension
5.3. Intellectual
dimension
wellness. A wellness way of life. New York, McGraw-Hill: pp. 19-26
and pp XXXXXXXXXXLocated in e-reserve).
Johnson, J. A XXXXXXXXXXFinding your smile again: a child care
professional's guide to reducing stress and avoiding burnout. St. Paul,
Redleaf Press: pp XXXXXXXXXXLink located in Module 5).
11
7th May
Module 5:
Caring for the
care
(continued)
5.4. Social and
emotional
dimensions
5.5