1. MIDDLESEX COMMUNITY COLLEGE
Sandra K. Regan, M.Ed. E-mail address: regans@middlesex.mass.edu
Office Phone: (978) 656-3198
Office Hours:
Bedford Bldg. #5 Rm. 004 Tuesday & Thursday 9:30 AM - 10: 30 AM
City Campus Fifth floor #41 Monday & Wednesday 11 AM - 12 PM
EDU 154 02 HEaltH, SafEty & NUtritioN iN Early
CHilDHooD EDUCatioN
Spring 2016
3
Credit Hours
Tuesdays & Thursdays
Bedford Campus
12:30 - 1:45 PM
Room
HH 310
Course Description:
An examination of the objectives, concerns and dynamics of health, nutrition and safety in relationship to the
development of the infant, toddler, and preschooler with an emphasis on identifying potential problem areas in
child care settings including child abuse and neglect. Topics include Massachusetts Department of Early
Education and Care Standards, universal precautions, creation of safe environment, as well as the prevention,
identification, and treatment of infectious diseases. First aid techniques appropriate for childcare are included.
QRIS Primary Core Competency Area
4: Health, Safety and Nutrition
Age groups: Infants and Toddlers, Preschool Age Children, School Age Children
** Every enrolled student is strongly recommended to complete the Infant and Child First Aid
and CPR Certification course this semester. Current Infant and Child First Aid and CPR
Certification is a MA Department of Early Education and Care (EEC) requirement for
employment in licensed early childhood programs.
Required Prerequisite: PSY 122 Child Growth and Development
Required Readings: Please let me know your impressions of the text and the handouts as
we move through the semester.
Marotz, Lynn R. (2015), Health, Safety and Nutrition for the Young Child. (9th
Ed.) USA:Cengage
Learning ISBN: 9781285427331
Massachusetts Department of Early Education and Care, Standards for the Licensure of Approval of Group Day
Care and School Age Child Care Programs, 2010
(Students are required to download online these regulations from www.eec.mass.us.gov)
Assignment Information Packet & All Handouts
What
are the
required
text?

2. Recommended Reading:
American Red Cross. (2014). First Aid/CPR/AED for Schools and the Community Participants Manual,
(4th
Ed.) Staywell Publications. ISBN: 9781584806202
This course meets the requirements as one of the courses for the MA Department of Early Education
and Care for Lead Teacher Certification and addresses the MA DOE Preschool Standards, Experiences and
Curriculum Frameworks and NAEYC Standards.
Course Goals:
2
a. Promote Child Development and Learning
Apply developmentally appropriate practices to design a health and safety lesson.
Understand the EEC State Licensing Regulations for Group/Family Child Care.
b. Build Family and Community Relationships
Know community agencies that service children’s health and nutritional needs.
Help families make their environment safer for children.
c. Observe, Document, and Assess to Support Young Children and Families
Evaluate indoor and outdoor environments for safety hazards.
Recognize the signs and symptoms of child abuse and neglect.
d. Using Developmentally Effective Approaches to Connect with Children and Families
Understand the importance of teaching children health and safety skills.
Develop outdoor activities to teach early childhood students.
e. Using Content Knowledge to Build Meaningful Curriculum
Discuss the health, safety, and nutrition lessons to teach children.
Discuss possible health, safety, and nutrition lessons to teach children.
Teach children lessons in the importance of one’s own health
f. Become a Professional
Advocate for changes in health and safety laws related to current events.
Become certified in Infant and Child CPR and First Aid.
Understand the Massachusetts Mandated Reporter Law.
Student Learning Outcomes
At the completion of this course, the learner should be able to:
a. Conduct a Safety Check of an Indoor & Outdoor Early Childhood Program’s Environment
b. Gain certification in Child and Infant CPR and First Aid
c. Design a Health, Safety or Nutrition Activity Plan
d. Recognize and know the signs and symptoms of child abuse and neglect

3. Teaching Format and Learning Styles
Students are encouraged to take ownership of their own learning. Each person learns in his/her own unique way.
To address different learning styles, many different teaching methods are used throughout this course. I will be
using a variety of educational experiences to support visual, auditory, and kinesthetic learning styles. The
teaching format will consist of hands-on active learning with discussions, demonstrations, small group
cooperative learning activities, partner work, student presentations, lecturing and note taking and videos.
Working with partners or in groups, students can accomplish more than one could as an individual. In business
and many careers teams are increasingly common; this class provides an opportunity to learn some team-related
skills that will be useful in the workforce. Students will gain various kinds of knowledge (historical content,
terminology, theory, and observation and interview methodology) as well as develop critical thinking skills and
have fun. Let’s create a productive classroom learning environment.
Course Requirements:
All students are required to complete all written and reading assignments, group work participation, written
assignments, and final assignment project. All written assignments including rough drafts must be typed.
Students are expected to bring in materials listed on the class assignment agenda schedule.
Attendance and Professional Behavior
3
Students are required to attend all classes on time. I expect you to treat classroom attendance and participation
as you should treat going to work: professionally and with respect for others and yourself. Our purpose during
class time is to focus on learning and develop professional skills for future careers in education, nursing or
human services. Any kind of appointment such as doctor, dentist, etc. should be scheduled outside of class
time. Attendance will be taken at each class. Remember to sign in every class session on the attendance sheet. 6
points will be taken off for each absence. If a student misses more than 6 classes (3 weeks), the student is advised to
withdraw from the course and will receive a fail class participation grade for the course. In the event of bad weather or
other emergencies, check the MCC website to see if the college has been closed. If you are repeatedly late or
absent due to a serious outside commitment please come talk to me about your situation ASAP. No absences
will be excused.
Late >= 3 times You must meet with me in order to return class.
What can
you
expect for
class
sessions?
What
kind of
activities
will be
completed
during
class
time?
What
is expected
from you
during the
course?

4. Absent >= 3 times Make an appt. and meet with me in order to return class.
If you are absent or late, it is your responsibility to get notes for the missed class
from another student as well as any articles or hand-outs that were passed out in
class. If you know you will be missing a class, notifying me either by phoning or
emailing will be appreciated. It does not exempt you from the absence or from
homework being due. Two times tardy or leaving class early (10 minutes or
more) will equal an absence. If a student is late more than 2 times, she/he will be expected to
approach me and discuss how she/he can strategize to be on time.
Everyone impacts the dynamics and comfort level of our group. These classes give students a
chance to practice being professional and responsible for their future careers. Just like the
workplace of any career especially in education, it is not acceptable to come into class late.
Being consistently on time working with young children is essential for their safety and
wellbeing. Late arrivers are disruptive to the group’s focus and can affect the other students’
focus on learning and class experiences. If a student does come into class late, please quietly sit
down and join in the class discussion. Approach me after class or during small group activities
to talk if experiencing an individual personal problem rather than during class time. In respect for the whole
class, be aware that a student will not be allowed to be admitted into the room when students are putting into
action assigned class presentations and will be asked to leave if late.
Class Participation
Class participation includes taking part in activities; sharing opinions and experiences; and asking questions
about assigned reading or situations with children. This class uses techniques of cooperative learning.
Class participation is based on the following:
* Arriving for class prepared; have your textbook, notebook, pens, and homework on hand.
* Asking questions to understand information
* Being a cooperative and contributing group and class member using appropriate respectful language
* Sharing knowledge and experience as well as being a considerate listener
* Avoiding distracting side conversations to insure that only one person speaks at a time.
* Helping other class members process information
* Seeking assistance or clarity in a timely manner directly from the professor
* Wearing appropriate attire (middle of body covered, not too short or low cut clothes)
What do I
do if I am
absent from
a class?
Why is it
important
to
consistently
attend class
on time?

5. 4
Course Assignments:
The due dates for assignments are provided for you on the first day of class. Assignments are due on these dates
regardless if student is in class or not. It is your responsibility to organize your time so that assignments will be
completed and turned in on the day they are due. It will be considered late if not turned in on the date due, even
if you are absent that day. Grades will be reduced 10% (ten points) on assignments passed in late. Assignments
will not be accepted one week after due date. All work is due the last day of class. No “incomplete “grades
will be given due to late assignments.
The following is a summary of course assignments. Full detailed description of each
required written assignment, final project and other significant information and
permission slips are available in the Assignment Packet in BlackBoard on the MCC
website. All written assignments are required to be typed.
Reading Text, Handouts and Chapter Review Assignments
Between classes, you are expected to read and take notes on all assigned textbook chapters. Pay particular
attention to definitions of words and key terms highlighted in the text. In addition to textbook reading, students
will be given supplemental handouts, chosen and compiled by your instructor, on a variety of relevant topics.
Students are required to pass in the chapter review assignments. Refer to this syllabus’ class agenda for specific
chapter assignments. By completing these chapter review assignments, students are helped in processing and
understanding the readings and course concepts.
Quizzes
These quizzes will consist of fill in the blank, multiple choice, true/false and short essay questions. Quizzes will
be given only at the start of class, so plan to arrive on time! Stay up-to-date with your text reading to ensure
success. Only under emergency circumstances or an illness will a make-up be permitted and must be discussed
with the instructor. If you have an emergency and need to be absent on the day of any quizzes, please call me
beforehand. Any make up quizzes must be completed at the beginning of the next following class.
Health, Safety, or Nutrition Activity Plan
The activity must be developmentally appropriate and encourage either children’s self-esteem, ideas, choices or
creativity. An activity plan describes in detail an activity including objectives, materials, and procedure and
includes specific information and questions to ask children about health, safety, or nutrition concepts.
What are the
main assignments
of the course?

6. Health , Safety or Nutritious Snack Activities Presentations
Groups (3-4 people) will prepare and present an activity that teaches a health or safety concept. It must be
interactive with the “children” in the classroom. Groups are required to create and display visuals and props that
help children understand the concepts presented in their activities. Or Groups will prepare and serve a unique
healthy nutritious snack to classmates. Teams will research and present information about the nutritional facts
about their snack and one of the basic food groups. Groups must bring in all materials necessary to present
activity and snack. Groups will sign up for the topic and presentation date.
Early Childhood Program Site Safety Checklist
5
Students will be expected to visit a child care center or school and complete an Early Childhood Program Site
Safety Checklist on the environment. Comments section must be typed with specific information and overall
impressions of the safety conditions of the early childhood program site. The Safety Checklist form is located
in the Information Packet of the Health and Safety Assignments online at our BB webpage.
How to Complete your Site Safety Checklist: You will need to contact and visit a school or center-based
early childhood program to complete your checklist. If you are not currently working in a child care center,
contact the director/principal of the program you would like to observe. Explain to the director that you are
required to complete an early childhood program site safety checklist. Set up a time and date with director to do
your observations. A Middlesex Community College Observation Permission Policy Form is required to be
signed by a Designated Administrator in the early childhood education program prior to observing for this
assignment. Please be considerate and call the center if you must change the date due to illness or emergency. If
you work in a child care center or school, you may use your program, but not the room in which you directly
work.
PowerPoint Presentations on Communicable Illnesses
Students will create a PowerPoint slide show that describes a communicable illness. Students will be given a list
of illnesses to choose from and sign up to present the illnesses. PowerPoint slides need to include the name of
the illness, key words to describe illness, symptoms, preventive measures, causes, care/treatment and age group
affected by illness (if applicable). Each student will present his/her PowerPoint presentation and describe the
illness he/she chooses to the rest of the class. There should be a minimum of 8 slides for the PowerPoint
presentation. At least 3 sources are required to be listed on one of the slides.
Final Project Presentations of a Visual Health /Safety/Nutrition Topic Game
Students may work with a partner or individually. Students will create a visual interactive game based on
current research on a health/safety/nutrition topic that impacts children. Each student will present his/her game
that he/she has been assigned to the rest of the class. The purpose of your game is to help other students further
their understanding of the health/safety or nutrition topic by playing your game. Students will be provided with
a signup sheet to select the health/safety or nutrition issue to base their games. Students are expected to create
20 open-ended/ multiple choice, or matching questions with possible accurate answers on the health/safety or
nutrition topic from the text as well as at least 3 internet sources. The game should consist of 20
questions/answers (typed) with descriptions of topic’s characteristics/concepts; how topic influences children;

7. as well as visuals involving topic concepts related to children. Each student must also provide the answers to
his/her questions. All topics must be approved by instructor.
**********Be Creative******** Let your creativity soar!
Grading: Method of Evaluation:
Your final grade for this course will be determined according to the following percentage
system:
2 Quizzes & Chapter Review Assignments & Health, Safety and Nutrition Webbing 15%
PowerPoint Presentation of illness 15%
Safety Checklists on Early Childhood Program 15%
Visual game presentation about Health, Safety, or Nutrition topic 20%
Team presentations on Health, Safety, or Nutrition Activity 5%
Health, Safety, or Nutrition Activity Plan 5%
All forms, books, and items required to be brought in for class activities 5%
Attendance & Class participation in discussions, group work, and activities 20%
100%
6
I do pay close attention to the correct use of language in order to help students become more
proficient, confident writers. All work will be graded based on spelling, punctuation,
grammar, detail and clarity of thought. Students are encouraged to reread assignments before
passing them in to check spelling, grammar, and punctuation. Each written assignment will
be given a content and writing grade - content/writing.
How are
the grades
calculated?
Does the
quality of
your writing
affect your
grades?

8. Educational Philosophy:
My goal, as an instructor, is to help each student achieve the learning goals and objectives
outlined in this syllabus. A classroom is a community of individuals with different learning
styles, backgrounds, and experiences. I encourage everyone to learn the names and interests of
your fellow classmates. Many past students have created a support system with other students to
share information and feelings as they progress through one course or through the entire
associate’s program. In any coursework that requires active explorations of a student’s own
worldview may at times be uncomfortable. Discussing topics such as cultural bias and caregiver
styles can elicit powerful emotions. Students are reminded that all classroom communities
should be “safe spaces” where all members can trust their voices will be heard and respected. It
is expected that each student will treat each of the classroom community members with the
greatest respect.
Students in this course are respected for their knowledge. Although each class
will have some amount of lecture, students are expected to use their own
knowledge and that of their peers as foundations for learning. Students who
attend class who have not completed the readings or are otherwise unprepared for
discussion must recognize not only their own inability to participate in
the class effectively, but also the effect that this has on the quality of the
discussion for their peers.
Confidentiality
I encourage students to share anecdotes/ observations about children, parents, and caregivers in respectful, non-
identifying ways. Please omit identifying information (surnames, program names, names of colleagues, names
of siblings, groups, etc.) from all class discussions. Initials or pseudonyms can be substituted for actual names
when necessary. In addition, students should remember that personal experiences shared with the class should
stay in the classroom. This guideline supports my goal of building an atmosphere of trust, safety, and mutual
respect within our group.
Communication & Instructor Availability
What
do
I
believe
about
student
learning?
What kind
of
information
do we share
in and out
of class?
How and
when can
you
contact
me?

9. One of the most essential ways to succeed in this class is to communicate. For questions or matters
that pertain to the whole class, please feel free to ask questions during our agenda and announcement
times during the beginning of class or as related topics are discussed. The best times to approach me
about individual matters or personal questions are before / after class and during office hours. You
can discuss any questions regarding assignments, class topics or any personal concerns that may be
interfering with your learning. If you begin to feel that you are falling behind in your work or
understanding in this class, please come talk to me as soon as possible – do not wait. Make sure to
put your name, class day and time in any email you send me. I will always send a response when I get
an email, if you did not get a reply, I did not receive your email. Use only your MCC email account to
communicate with me. Email from other accounts may end up in Junk Mail. Please feel free to call me
at 978-656-3198 (office) or 978-772-9596 (home). (Please do not call after 10 PM.) I will be posting
important and helpful information to the Blackboard site for this class.
7
Cell Phone/ Laptop Computers /Internet Access
**Please…For the respect of your classmates and instructor, prior to entering class, turn off or set to vibrate all
cell phones and other paging devices which do cause disruption within the classroom environment! Notify the
instructor if an emergency situation warrants use of such devices during class time. If you answer an emergency
call, the conversation must take place out of the classroom. Laptops can be used for note-taking purposes and
legitimate class activities. Students are not permitted to engage in personal activities during class, including but
not limited to: checking email, visiting social networks, participating in instant messaging, text messages, or
chatting. Videotaping an instructor, without permission of instructor, is against Massachusetts state laws.
Occasionally, students are allowed to use tech devices to research information during class time. Students can
utilize computers at the library, computer labs and tutoring labs. Computer problems are not a valid excuse for
late work. Emailed work will not be accepted. The instructor cannot assume responsibility for transmission
errors which may occur. Students will be expected to go online to the MCC Blackboard site for
What
are
the
course policies
about
mobile devices
and
computers?

10. this course. The course syllabus and assignment packet will be available on Blackboard throughout semester so
students can access them at any time to assist them in completing course requirements.
Plagiarism :( Academic Policies & Procedures)
Adherence to ethical standards is obligatory. Cheating is a serious offense, whether it consists of taking credit
for work done by another person or doing work for which another person will receive credit. Taking and using
ideas or writings of another without clearly and fully crediting the source is plagiarism, a violation of the
academic code, and if it is proven that a student, in any course in which he or she is enrolled, has knowingly
committed such a violation, suspension from the course and a failing grade in the course may result. Due
process is accorded to students in the event of any alleged violation of college regulations.
Students are highly encouraged to compile together and organize the course materials for
this course in one place together such as storing coursework handouts in a notebook,
pocket folders, accordion file, etc. This collection will be a representation of each student’s
individual work: including notes, syllabus, written assignments, and handouts to document
your course work. This can be a resource to use as you work with children and continue
your education.
8
OPTIONAL SERVICE LEARNING COMPONENT
Community Service Learning:
The Service Learning Project is strongly encouraged, but not required. Students will be expected to volunteer at
least 22 hours in a community business over the semester (2-3 hours a week). Students will chose a placement
site listed online. A list of placement sites is provided on MCC’s Service Learning webpage.
Being involved in Service Learning can be an exciting and rewarding experience for students. All students who
participate in SL must register online at the MCC SL web page as well as complete and pass in all service
learning paperwork. Students who are not already employed by their site will be required to complete a CORI
(criminal background) assessment prior to beginning. This process usually can take up to 2 weeks to process in
How do you
organize the
handouts for
this course?

11. some cases. Students are required to contact possible SL sites ASAP to set up appointment with supervisor and
fill out CORI. For students who haven’t yet worked with a group of children, service learning experiences may
aid in helping you understand some of the techniques and methods used in this course and help you visualize
teaching experiences with children in the future. Service learning activities value diversity in participant,
practice, and outcomes.
Students are expected to write about their thoughts, feelings, and experiences at their community service sites in
a journal that are passed in twice during the semester (minimum 1 ½ pages typed - maximum 3 pages each).
You can describe situations or incidents that impact you positively or negatively related to the course topics of
health, safety and nutrition. All students who participate in SL are not required to create a PowerPoint
presentation about communicable illness as well as present a nutritious activity.
Grading: Method of Evaluation including Service Learning:
Your final grade for this course will be determined according to the following percentage system:
2 Quizzes & Chapter Reviews & Health, Safety and Nutrition Webbing 15%
Safety Checklists on Early Childhood Program 15%
Visual game presentation about Health, Safety, or Nutrition Activity topic 15%
Team presentations on Health, Safety, or Nutrition Activity 5%
Health, Safety, or Nutrition Activity Plan 5%
Service Learning Requirements & 2 Journal Entries 20%
All forms, books, and items required to be brought in for class activities 5%
Attendance & Class Participation in discussions, group work, and activities 20%
100%
Support Services:
Because we all need a little extra support sometimes, students are highly encouraged to seek
out the resources and assistance they need in order to accomplish and do the best they can.
Since there will be a good amount of reading and written work in this course, it is strongly
advised that, if necessary, you seek assistance from the various supports located on campus,
FREE OF CHARGE!
Where can
you go for
assistance
with your
assignments?

12. 9
Library
The MCC libraries provide services for students, faculty and staff on both the
Bedford and the Lowell Campuses. There are 30+ computers on each campus for
student use.
HOURS: Monday – Thursday: 8:00 am – 9:00 pm
Friday 8:00 am – 4:30 pm
Saturday 12:00 noon – 5:00 pm
Bedford Campus Tutoring Services TUTORING is FREE! TUTORING can HELP!
Students are encouraged to seek assistance with the Writing Labs. The tutoring labs are located in the MCC
Library on the Bedford Campus. The Writing Labs are generally open from 9:00 a.m. to 3:00 p.m. Monday
through Friday. If you need assistance with any reading or writing assignments, please try to visit the labs for
help early in the semester. E-Tutoring is also available. E-Tutoring has a turn-around time of up to 48 hours
or more. Tutors can help at any point in the process; they can help with organization, clarity, sufficient details,
paragraphing, sentence variety and structure, editing, etc. Tutors usually will not focus on grammar and
punctuation if there are more holistic concerns with the paper. Since it is required, it is best to meet with a tutor
part way into the process. It can be a boost to getting the project finished. For more information, call 781-280-
3724 or 978-656-3279 and/or visit the Academic Support Website: www.middlesex.mass.edu/tutoringservices.
Students with Disabilities
The Disability Support Services offices can assist students with differing learning abilities and medical needs by
providing accommodations. You must register for these services and have a documented reason for need.
Students with documented disabilities who believe that they may need accommodations(s) in this class are
encouraged to contact Disability Support Services at the beginning of the semester in order to ensure that such
accommodations are accomplished in a timely manner. Students with different ableness (learning or physical
disabilities) are encouraged to share this information with me as soon as possible and please be sure to give me
your student profile either before or after class, so that we can make the best use of your time. Students with
physical disabilities are welcome to speak with me about ways to make the classroom more assessable. I am
glad to consider changes such as alternative seating that will not disrupt the general work of the class.
Bedford Campus – Lowell Campus –
Building 9 Enrollment Center 2nd floor City Campus Building 3rd floor
(781) 280-3630 (on-campus x3630) (978) 656-3258 (on-campus x3258)

13. You will be required to spend a good deal of time outside of class on your reading, assignments, and studying.
CREDIT HOUR POLICY
Middlesex Community College follows the Carnegie Unit for credit. Students are expected to spend a
minimum of 45 hours of work for each credit. The most common breakdown for one credit is one hour
of class instruction and two hours of homework for 15 weeks each semester. A three credit course
demands nine hours each week.
Professors/ Instructors at Middlesex Community College develop their own course
syllabi’s class policies. Therefore, rules that apply to one instructor’s class may be
different in another class taught by a different instructor. At the beginning of the semester,
I review my policies in detail so students will have a clear understanding of my
expectations. Please read this syllabus carefully and keep it for future reference.
Early Alert Program
10
The program is designed to promote student success through coordination and communication between
students, instructors, advisors, and campus support service departments. If I observe that you are
experiencing difficulties in the course (in terms of attendance, test scores, or participation, for example),
I will send an email message to your Middlesex email account and will tell you about my concerns and
ask you to meet with an academic counselor who can work with you to create a Strategies for Success
Plan that will address any difficulties that you are having in the course and have you take advantage of
various campus support services, such academic tutoring or advising.
Course Withdraw Policy
Students failing class may withdraw from the course by the date of the withdrawal deadline without penalty of
failure. If you are withdrawing, you have to fill out a withdrawal form at the Student
Information Center located in the Lowell and Bedford campuses. I will fail a student that does
not follow the correct withdrawal procedure. If you are going to drop the class, please notify me
by email so that I do not send an Early Alert.
Assignments and course grades will receive a letter value as described below:
A - Exceptional performance; 0-1 grammatical errors, content very thorough, very creative
B - Very good performance; very few grammatical errors, content thorough, creative
C - Average performance; some grammatical errors, content adequate; typical
D - Inadequate performance; lowest passing grade, minimal effort applied
F - Failure – no credit Zero - Failure to turn in an assignment, missed presentation
What should you
keep in mind
about taking
different MCC
courses?
What
is an
early
alert
email?
What do
you do if
you have
to
withdraw?

14. This syllabus contains the core policies and objectives of the course. The instructor reserves the right to provide
further clarifications of policies with additional information of this course related to NAEYC accreditation, MA
Department of Early Care and Education (EEC) and MCC’s Education Department.
The MCC Education Department’s Curriculum Frameworks is R.E.A.C.H. Each one of the letters represents a
standard that students will learn while enrolled at MCC:
R = Research: The practice of research keeps the ECE Professional current with critical data/information
relevant to optimizing developmental outcomes for children of diverse backgrounds and abilities.
E = Empathy: Through empathic responses to children, families, and colleagues we model
developmentally and culturally appropriate practices (DCAP), promote equity, and foster high quality
relationships with all stakeholders (children, families, colleagues, community organizations,
educational associations, schools etc.)
A = Action: Initiating actions and engaging in advocacy which reflects high quality ECE training,
research, empathy, and collaboration optimizes the growth and development of young children and
is the hallmark of a professionally trained Early Childhood Educator.
C = Collaboration: Uniting with families, schools, and community agencies, Early Childhood Educators
create consistency and continuity of support and care for young children.
H = Health: Through identifying and implementing educational and lifestyle practices which promote
health physically, cognitively, socially, emotionally, and communicatively for young children,
families, and Early Childhood Educators, we achieve meaningful, sustained holistic outcomes.