Primary Health Education : Grade 6 (Vol.2)

Department of Education – Regional Office No.8 Republic of the Philippines This Teaching Guide is a work in progress. Despite several rounds of revision and evaluation, this material may still contain some mistakes, errors, duplications or omissions that can be revised and updated to correct learning. DepEd Region VIII welcomes corrections, feedback and recommendations to further improve this Teaching Guide. We value your feedback and recommendations.

Preface This material, initially, is written and provided to students in 2008. It has been continuously on use with no major revision until 2010. In 2010, the material was well revised and made fit to the recently approved national curricula for health, medical & family science students of Hawassa university and subsequently up to fifty centrally duplicated copies of the material were distributed to three related libraries of the university. Recently, in 2011, the material is reviewed by external & internal reviewers and APPROVED by DC-05/03 of School of Public & Environmental Health. In my four years of teaching experience on Health Education Course as Health Educationalist, I clearly observed that there is critical shortage of Health Education reference materials. The only available reference is the one which is written by Getnet Mitikie of Addis Ababa university in 2001, and this by itself is not well tailored even to the then curricula of health science students and not exhaustive in some important areas like Methods & Materials of Health Education and Research in Health Education( Methods of Qualitative Research ). This material, therefore, will significantly improve the availability of tailored reference material for relatively many categories of health, medical and family science students in the university, and can be indicated as a Supporting reference by lecturers in the fields of Public Health, Behavioral & Social Sciences in general and Health Education in particular for their undergraduate & graduate students as it is made to cover almost all issues related to health Education exhaustively. Finally, this material is organized in seven self-contained & logically arranged units: Introduction to health Education, Health & Human Behavior, Communication, Health Education Planning & Evaluation, Health Education Settings, Methods & Materials of Health Education and Research in health Education. The Author.

Ensuring that children are healthy and able to learn is an essential component of an effective education system. Good health reduces absenteeism and drop outs and increases scholastic performance. Effective school health programmes are one of the most cost effective approaches in improving community health. school health activities contribute to desirable health related activities and practices resulting in healthy lifestyle, thus leading to a healthy future generation. school children also communicate the health related information gained in the school to their families and neighbourhood, thus contributing to improved family and community health. Thus school health programme is a very useful and effective public health activity. School health services were first introduced in India in 1909,when health check up was carried out for the school children in Baroda city(Gujarat).school health services also formed one of the functions of primary health centers, as recommended by Bhore committee. 1government of India constituted a school health committee in 1960 under the chairpersonship of Smt. Renuka Ray. The committee reviewed the school health services in the country and patterns in various other countries and provided the school health services in the country and patterns in various other c o u n t r i e s a n d p r o v i d e d c o m p r e h e n s i v e recommendations in 1961. These recommendations define the functions of school health services as school, health promotion including provision of school meals to improve nutritional status of children and health education .Health education was to be imparted through classroom teaching as well as through practice of hygiene. The recommendations also call for involvement of parents at the time of medical examination and involvement of community in school meal programme. Because of limited resources, first priority for health care was accorded to children in primary schools and medical check up was recommended at the time of school entry and 2 thereafter.

This article is for those who have an interest in what happens in our schools. It is an attempt to attract those, who create policy and implement them that flow from good policy, such as politicians, government departments, non-government organisations (NGOs), regional educational authorities, school board/council members, school directors, principals, head teachers, advisors, nurses, social workers and school health coordinators. Health education in a school setting could be defined as an activity undertaken to improve or protect the health of all school students. It is a broader concept than health promotion and it includes provision and activities relating to: healthy school policies, the school's physical and social environment, the curriculum, community links and health services. The purpose of this article is to explain how and why the education of health in schools is important; how good school management and leadership is the key and how promoting health in schools is based on scientific evidence and quality practices from all over the world. Keywords: An introduction to health education: Its relevance into school curricula upper primary classes Introduction Importance of Health Education in schools Worldwide , education and health are inseparably linked. In modest terms:  Healthy adolescence are more likely to learn more effectively;  Health education can assist schools to meet their targets in educational attainment and meet their social aims; adolescence that attend school have a better chance of good health;  Adolescence who feel good about their school and who are connected to significant adults are less likely to undertake high risk behaviours and are likely to have better learning outcomes;  Schools are also worksites for the staff and are settings that can practice and model effective worksite health education for the benefit of all staff and ultimately the students. (i) Action Competencies This refers to both the formal and informal curriculum and associated with activities, where students gain age-related knowledge, understandings, skills and experiences, which enable them to build competencies in taking action to improve the health and well-being of themselves and others in their community and that enhance their learning outcomes. (ii) Social Environment of school-The social environment of the school is a combination of the quality of the relationships between staff and students. It is influenced by the relationships with parents and the wider community. It is about building quality connections between all the key participants in a school community. (iii) Health promotion-Health promotion is familiar to many professionals working in the health sector. It is also important to acknowledge that many in the education sector have a broad concept of the term curriculum, and would describe several or all of the learning experiences extended to whole curriculum of the school. Therefore, many in the education sector do not make this distinction between health education and health promotion and are being used interchangeably. (iv) Community Links Community links are the connections between the school and the students' families, and above the connection between the school and key local groups and individuals. Appropriate consultation and participation with these stakeholders enhances

2016

Health education is an important component of school education, one that can be defended by an analysis of what the aims of education should be. Yet it is often undervalued by schools and suffers in competition with other subjects. Teaching health education well makes many demands on a teacher, and these differ for primary and secondary teachers. This paper examines the place of health education in the primary curriculum and discusses what is meant by good health and how a school might structure its curriculum and pedagogy to enhance the health of it students. It is important to evaluate health education interventions. I discuss the place of evaluation of procedures and of results and of formative and summative evaluation. The benefits of evaluation are stressed, along with action research and long-term studies.

Central European Journal of Educational Research

This study was conducted in a medium-sized French city, in a neighbourhood falling into poverty, with children aged from 9 to 10 years old. Its aim is to build an adapted strategy to improve children’s healthy habits. Our study was based on a mixed methods interdisciplinary approach using interviews, questionnaires, sleep diaries and accelerometers. The unemployment rate of the target population is above 40%, and the families have four children on average. The children of the sample (N=29) practice less physical activity than recommended by the institutions in charge of health matters. The parents correctly manage the sleep cycles of their children, and stand firm when they have to go to school the next day. When the next day is a non-school day, children play more video games in the evening, both on their own and with their families. Healthy habits can be improved through cooperation with the various members of the educational community (parents, teachers and structures in charge o...

Edukacja Biologiczna i Środowiskowa, 2018

From a social point of view, it is desirable that existing knowledge on health was adequately utilized, contributing to shaping healthy behaviour among the population. The mere dissemination of knowledge is not sufficient, since the use of it on a daily basis depends on many other factors, in which human attitudes play a significant role. These, in turn, depend on the emotional involvement that results from the position of health in one's hierarchy of values and the sense of responsibility for one's destiny. In a word, there must be an adequate level of motivation to maintain a healthy lifestyle. In addition, the ability to make changes in our lifestyles, adaptability, plays a big role. This feature generally develops as education level increases (Kirschner, 1992) Health and health education in the curriculum of science and biology Adolescence is divided into two phases: early, between 10 and 16 years of age, and late, between 17 and 22/24 (Oleszkowicz, 2011). At this time, especially during the early phase, the views, attitudes, habits and health behaviours are formed and then persisted (late

 Introducción.

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