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38649 results in Cambridge Textbooks

Page 303 of 1933

  • 9 - Education for the prevention of sexual abuse in the early years

  • from Part 2 - Dimensions of health and wellbeing
  • Edited by Susanne Garvis, Griffith University, Queensland, Donna Pendergast, Griffith University, Queensland
  • Book:
    Health and Wellbeing in Childhood
    Published online:
    08 March 2024
    Print publication:
    04 March 2024, pp 139-154

  • Summary

    Child-focused education programs have been developed in efforts to prevent child sexual abuse and to provide children who may already be experiencing abuse with strategies for seeking help. The design and delivery of these programs must be based on empirical evidence rather than ideology. Program evaluations have demonstrated that prevention education can provide children with knowledge and skills for responding to, and reporting, potential sexual abuse. Preschool and school-based programs are typically delivered to children in class groups via a series of lessons that convey core concepts and messages, and are best taught using engaging pedagogical strategies such as multimedia technologies, animations, theatre or puppet shows, songs, picture books and games. This chapter outlines the key characteristics of effective child sexual abuse prevention education and identifies directions for future research and practice.

  • 4 - Physically educated

  • from Part 2 - Dimensions of health and wellbeing
  • Edited by Susanne Garvis, Griffith University, Queensland, Donna Pendergast, Griffith University, Queensland
  • Book:
    Health and Wellbeing in Childhood
    Published online:
    08 March 2024
    Print publication:
    04 March 2024, pp 53-71

  • Summary

    The purpose of this chapter is to connect human movement theory with practice. Thus, the chapter answers the questions: What does human movement theory look like in practice? How can it be optimised for all children? Why is it vital for the advancement of health and wellbeing in childhood? The physical dimension is significant within children’s learning because it offers powerful and meaningful connections across all learning and development areas (Lynch, 2019). The socio-cultural perspective suggests that the curriculum ought to be connected to the child’s world and everyday interests (Arthur et al., 2020). Since children have a natural play structure, learning through movement heightens their interest.

  • 2 - Classifying health and wellbeing

  • from Part 1 - Context
  • Edited by Susanne Garvis, Griffith University, Queensland, Donna Pendergast, Griffith University, Queensland
  • Book:
    Health and Wellbeing in Childhood
    Published online:
    08 March 2024
    Print publication:
    04 March 2024, pp 18-32

  • Summary

    When we think about the health and wellbeing of children, we need a model that is holistic in its conceptualisation and comprehensive in its design, to ensure we gain the best understanding of their health needs and can provide the most effective support. The International Classification of Functioning, Disability and Health (ICF) (WHO, 2001) was developed by the WHO to provide a comprehensive and holistic framework for conceptualising health. WHO first defined health in a holistic way in 1946, regarding it as ‘the state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity’ (p. 100). WHO recognised a need to develop a framework that would enable professionals, services and governments to enact that definition. The ICF is based on a biopsychosocial framework and aims to integrate the medical and social models of health. In this chapter, we provide an overview of the components of the ICF and describe educational, clinical and research applications of the framework to early years learners.

Page 303 of 1933