幼儿卫生与保健

The core task of this step is to comprehensively investigate the physical and mental health development status of young children in the selected age group and identify key areas for health education. Early childhood health education includes not only physical health but also mental health, social adaptation, living habits, and other dimensions. WHO's three-dimensional health model (physical-psychological-social) provides a complete framework for early childhood health education.

• Use children's health examination data, physical fitness tests, and growth and development assessment methods to evaluate children's physical health from four aspects: body shape, physical fitness, motor development, and disease prevention
• Apply the Child Behavior Checklist (CBCL) and early childhood social-emotional development assessment tools to evaluate children's mental health development levels in emotion management, interpersonal interaction, and self-awareness
• Through observation methods and parent-teacher questionnaires, investigate the current status of children's health behaviors such as living hygiene habits, diet and sleep, and safety self-protection, identifying main problems and influencing factors

The core task of this step is to select appropriate health education themes based on survey results and construct a systematic health education goal system. The core of early childhood health education is to help children establish health awareness, develop healthy behavior habits, and improve self-protection abilities. Goal setting should follow the principles of gradual progression, unity of knowledge and action, and comprehensive permeation.

• Select education themes from four domains: physical health (diet and nutrition, exercise, disease prevention), mental health (emotion management, interpersonal interaction, self-cognition), safety protection (life safety, activity safety, self-protection), and living habits (hygiene habits, daily routine)
• Based on health domain goals in the "Guide to Learning and Development for Children Aged 3-6", design a three-level goal system: general goals, age group goals, and thematic activity goals, with each goal having clear behavioral manifestations and evaluation criteria
• Organize health education content in order from easy to difficult and from near to far according to children's age characteristics and developmental patterns, forming a spiral ascending content structure

The core task of this step is to design systematic and gamified health education activity plans. Early childhood health education must avoid lecturing and must follow children's learning characteristics, adopting gamified, situational, and experiential approaches. Tao Xingzhi's "life is education" philosophy emphasizes that health education should be integrated into children's daily life.

• Design various forms of health education activities such as collective teaching, learning center games, outdoor sports activities, life activity permeation, and home-kindergarten co-education, achieving all-round and whole-process education
• Each activity is designed with five stages: scenario introduction, perception experience, hands-on practice, summary enhancement, and transfer application, using role-playing, situational simulation, game competitions, and operational experiments
• Focus on integrating health education into all aspects of daily life, such as morning check, handwashing, meals, naptime, and outdoor activities, cultivating children's healthy behavior habits in daily life

The core task of this step is to create physical and psychological environments that support children's healthy development. Environment is a hidden health education classroom; a safe, hygienic, and challenging environment can promote children's physical development and mental health. Montessori's "prepared environment" concept also applies to health education.

• Plan outdoor sports activity areas with functional zones for running and jumping, climbing, balancing, ball games, and sand/water play, equipped with appropriate sports equipment, ensuring activity safety and challenge
• Create a safe, warm, and supportive psychological environment, establish good teacher-child and peer relationships, and build a relaxed, democratic, and respectful class atmosphere to promote children's mental health
• According to health care requirements, plan living environments such as handwashing areas, dining areas, and napping areas, set up health corners and safety knowledge walls, letting the environment fulfill health education functions

The core task of this step is to establish a diversified health education evaluation system, systematically evaluate health education effects, and continuously optimize. Evaluation of early childhood health education should emphasize process and development, focusing not only on knowledge acquisition but more importantly on the formation of healthy behaviors and improvement of health literacy.

• Construct a diversified evaluation system, comprehensively using observation, portfolio analysis, work sampling, parent evaluation, and child self-evaluation methods to comprehensively evaluate the development of children's health literacy
• Design evaluation tools such as health knowledge cognitive tests, health behavior observation scales, physical fitness development tests, and health habit development tracking tables to quantitatively evaluate educational effects
• Apply the CIPP evaluation model (context, input, process, product) to comprehensively evaluate the suitability and effectiveness of the health education program and propose continuous improvement suggestions