Outline

Overview

This unit of study explores the promotion of infants', toddlers' and preschoolers' health and wellbeing in early childhood education settings. Legislative requirements, multiple theoretical perspectives, current research, and the positioning of early childhood teachers as autonomous and ethical professionals will be used to critically consider issues such as immunisation, childhood obesity, the provision of 'safe' early learning environments, nutrition, child protection and infection control. Consideration will be given to supporting children's health and wellbeing in ways that promote the rights, needs and best interests of young children and their families. Upholding duty of care in the context of 'risk society' and families' diverse values, beliefs and cultural practices will also be critically explored.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDEC1005 and EDEC1006 and EDGU1006
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Wendy Lee, wendysaeme.lee@sydney.edu.au
Lecturer(s)	Anne Monique Belgar, anne.belgar@sydney.edu.au
Tutor(s)	Alison Frost, alison.frost@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person written or creative task	In-class journal reflections Journal reflections on weekly content and readings	30%	Multiple weeks	4 x 350wd	AI prohibited
Outcomes assessed:
In-person written or creative task	Early feedback task journal reflection #earlyfeedbacktask journal reflection	0%	Week 02 Due date: 11 Aug 2025 at 10:00	20mins	AI prohibited
Outcomes assessed:
Q&A following presentation, submission or placement	Presentation and submitted work Presentation (1000wd equivalent) and 500wd summary	30%	Week 08	10min presentation + 500wd summary	AI prohibited
Outcomes assessed:
In-person written or creative task	In-class assessment task In-class assessment task	40%	Week 12	2hrs (1600wd equivalent)	AI prohibited
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Journal reflection: Reflect on specific readings across semester : journal reflections (total 1500 words).
Group presentation: choose a health or wellbeing topic to research and discuss using course readings and 4 relevant peer-reviewed articles. In live Q&A apply understanding of research, the NQF, relevant standards and theoretical perspectives
Test: Scenarios: Apply course content to scenarios. Students assessed on ability to apply 6 learning outcomes

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit overview and introduction to health and wellness	Lecture and tutorial (3 hr)
Week 02	A regulatory approach to young children’s health and wellness: Sun protection	Lecture and tutorial (3 hr)
Week 03	A risk management approach to young children’s health and wellness: Physical safety and outdoor play	Lecture and tutorial (3 hr)
Week 04	A sociocultural approach to young children’s health and wellness: Indigenous Children	Lecture and tutorial (3 hr)
Week 05	A post-structualist approach to health and well being routines in ECE settings	Lecture and tutorial (3 hr)
Week 06	Child protection 1	Lecture and tutorial (3 hr)
Week 07	Child Protection 2	Lecture and tutorial (3 hr)
Week 08	Pregnancy, breastfeeding and safe sleeping	Lecture and tutorial (3 hr)
Week 09	Hygiene and infection control; Childhood illness and immunisation	Lecture and tutorial (3 hr)
Week 10	Nutrition	Lecture and tutorial (3 hr)
Week 11	Mental health: Children and Early Childhood Teachers	Lecture and tutorial (3 hr)
Week 12	In-class assessment task	Tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library Reading List available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate a critical understanding of legal requirements and government policies relevant to the health and well being of young children in early childhood education settings
LO2. articulate the importance of health, safety, nutrition and wellness in facilitating learning and development in infants, toddlers and young children
LO3. use current research and socio-cultural, risk society and post structuralist theoretical perspectives to contribute to debates pertaining to children's health and well being in informed ways
LO4. understand the interplay of personal, familial and societal influences on young children's health and well being, and that what constitutes 'best practice' can be highly contested
LO5. provide early learning environments that support children's health and well being
LO6. partner with families to promote the health and well being of young children in ways that uphold their rights, needs and interests.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 6. Early childhood professional practice, such as: 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.4. Child health, well-being and safety
	Australian Children's Education & Care Quality Authority - 4. Family and community contexts, such as: 4.1. Developing family and community partnerships 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 4. Family and community contexts, such as: 6. Early childhood professional practice, such as: 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 1. Psychology and child development such as: 1.4. Child health, well-being and safety 3. Education and curriculum studies, such as: 3.8. Physical and health education
	Australian Children's Education & Care Quality Authority - 4. Family and community contexts, such as: 4.1. Developing family and community partnerships 4.5. Culture, diversity and inclusion

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Assessment criteria modified based on student feedback.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC1007: Health and Wellbeing in Early Childhood

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links