UNIT-III

Elementary Principles of Nutrition

Objectives:

 To acquaint the students with the importance of food and nutrition.

 To make understand the students the classification of the food
 As per requirement of the body.
 To understand the healthy and balanced food.

Structure:
Importance and Requirements
Importance of nutrition & requirement
Classification of food as per the requirement of Body
Healthy balanced diet.
Balanced diet for children.
Problems caused by not eating balanced diet.

Importance and Requirements.

Good Nutrition In the early years is vital. Children’s early experiences of food play an
important part in shaping later eating habits and good eating habits support healthy
growth and development. Nutrition includes nutrient requirement, mode of intake of food
and its utilization in the body. A preschool child must be provided with nourishing food so
as to develop his body and strength.
Food components which provide nourishments to the body are called nutrients.

A verity of food stuff according to their nutritive values is required in definite quantities for
a particular person for his or her proper growth. In case the person is not provided with
this diet, there will be malnutrition in the body.

Our body normally requires 6 types of food materials for its normal growth and
maintenance. These are Carbohydrates, fats, proteins, minerals, vitamins and water.
These food materials are required in different quantities for discharging different functions
of the body. As per the statement given by Sir Stanly Davidson and others, a normal
human body is composed of different materials:-

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Carbohydrates - 1.5%
Protein -17.0%

Fats -13.8%

Water -61.6%

Minerals -6.1%

A major portion of body is water.

In order to maintain proper state of nutrition the diets must contain sufficient of all the
nutritive factors (nutrients) which the body requires.

There are 3 classes of these, namely energy giving, constructive and protective.

Importance of nutrition & requirement

 Energy giving foods- Supply the body with the materials which it needs to produce
heat, muscular work and to keep going the basic activities of the life such as heart
beat and respiration.
 Constructive foods- These are rich in nutrients out of which the body is
constructed. The predominant materials composing the soft parts of the body- the
muscles, brain, liver, intestines etc is protein a substance of a complex structure
whose essential element is nitrogen.
 Protective foods- Arouse from the fact that disorganized growth and bodily
function and actual disease where found to result from deficiencies of the protective
factors in the diet. These are so far as is known at present the mineral elements and
the vitamins & all foods which contain relatively large amounts of these nutrients
are known as protective.
With few exceptions, all foods are in some measures energy-giving, constructive and
protective. Example:- milk is not only the best of constructive but also, it is best in
the protective class and a good source of energy.

Why Nutrition is Important?

 Nutrition is a process which includes taking food into stomach, its digestion and
assimilation.
 Nutrition varies with age, sex and types of occupation.
 Adequate nutritional diet is called balanced diet.
 Some diseases are caused by nutritionally poor diet.
 Poverty and ignorance are the major causes of under nutrition or malnutrition.

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3.1.1. Classification of food as per the requirement of Body:
1. Energy giving foods:
The following classes of foods serve as source of energy:-
a. Sources of Carbohydrates b. Sources of Fat c. Sources of Proteins
Sugars starches Butter Vegetables
Sugar flour Cooking fat Pulses
Honey bread Vegetable oils Peas
Treacle cake Margarine Beans
Syrup pastry Dripping Lentils
Jam cereals Cheese Nuts
(rice, potatoes) Bacon
Porridge
Protein can derived both from animal and vegetable sources. That from animal sources is
more valuable and more readily assimilated that from vegetable sources.

2. Constructive foods
I. Sources of animal protein
II. Sources of vegetable protein
III. Sources of minerals-

Calcium Phosphate Iron

Milk Milk Eggs

Cheese cheese Liver
Egg Egg Oat Meal
Fish whole meal flour
Meat Green Vegetables
3. Protective Foods

a. Sources of minerals (as given above)

b. Sources of vitamins

Vitamin A Vitamin B Vitamin C Vitamin D

Fish liver oils pork orange fish liver oils

Fat fish (Rohi, Vakura) pulses tomatoes fat fish

Milk whole meal, other fresh milk

Butter flour fruits butter

Cheese Oat Meal potatoes cheese

Egg yellow milk fresh vegetables egg

Green vegetables Chese vitaminised

And fruits margarine

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Tomatoes vitaminised margarine

Food values available in regular Diet

A complete or balanced diet may be defined as the one which contains all the nutrients in
the correct amount. It is also defined as the one which contains different types of food in
such quantities and proportions that the need for calories, minerals, vitamins and other
nutrients is adequately met and a small provision is made for extra nutrients to with stand
short duration of leanness.

Eating habits are generally acquired during the early years of childhood. For this
reason it is very important that healthy eating is encouraged from an early age.

Eating foods in the proportions suggested In the table below will help children and
teenagers to obtain all the nutrients they require to support the high level of growth and
development that their bodies experiences.

3.1.2. A healthy balanced diet.

Food groups Examples Quantity

 Bread other cereals and  Bread, pasta, rice  These should be
potatoes breakfast cereals and the main part of
 Fruit & vegetables potatoes. every meal (1/3rd
(fresh, frozen and  Orange, apple of meal)
canned) bananas, carrot peas,  These should be
 Milk and dairy foods. tomatoes. main part of every
 Meat, fish and  Milk cheese yogurt meal and at least 5
alternatives and mages, frats servings should be
 Foods containing fats  Chicken beans, meat, consumed a day.
and foods containing eggs & fish  One or two serving
sugar  Crisps fizzy, drinks a day.
sweets, butter cakes  Should be
and biscuits consumed only in
moderation

Daily Meals- 3 main meals a day should be encouraged, with healthy between –meal,
snacks as needed.

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Breakfast- It is particularly important for children to have breakfast. Breakfast improves
children’s ability to concentrate in class and means they are less likely to snack on high
fat/high sugar foods later in the morning.

Lunch: School lunch time has recently been an area of nutritional concern following
research that children were not making healthy choices at lunch time and that school meals
were not meeting their nutritional requirements.

Prior 1980, a school meal was accepted to provide one third of the child’s daily
requirement of protein energy and some vitamins and minerals.

After more than twenty years without guidelines, compulsory nutritional standards of
school lunches were again introduced by the government in 2001.

Evening Meals- Evening meals should also be based upon the principles of a healthy
balanced diet.

Changes that can lead to a healthier diet for adolescents include:-

 Eating more fruits and vegetables.

 Replacing crisp, cake, pastries, biscuits with more bread/ bread products such as tea
cakes, fruit buns, bread sticks.
 Reducing consumption of soft drinks or squash which are high in sugar.
 Drinking more meals.
 Using meat reduced fat sausages and burgers to replace fatty meat and meat
products.
 Eating less fried foods.
 Eating more foods containing iron .etc
 Balanced diet for children up to 12 years age.

3.1.3.Balanced Diet for children up to 12 years of age (in gms)

Food Items 1-3 years 4-6 years 7-9 years 10-12 years
Cereals 175 270 420 180
Pulses 35 35 45 45
Leafy vegetables 40 50 50 50
Other vegetables 20 30 50 50
Roots and tubers 10 20 30 30
Milk 300 250 250 250
Oil and Fat 15 25 40 35
Sugar or Jaggery 30 40 45 45
Fruit 50 50 50 50

Balanced Diet: Calories Requirements

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The Indian Council of Medical Research has suggested the calories needed for different
groups as under:-

Calorie Requirements

Age group Type of work Net Calories

Children

a) 1-3 years 1200

b) 4-6 years 1500

c) 7-9 years 1800

d) 10-12 years 2100

Adolescent

Boys 13-15 years 2500

16-18 years 2850

Girls 13-15 years 2100

16-18 years 2200

Adults
Male -sedentary work 2400
-Moderate work 2800
-Heavy work 3900
Female -Sedentary work 2000
-moderate work 2900
-Pregnancy 2700
-Lactation 2750

Balanced Diet for Adolescent Boys and Girls in gms.

Sl.No. Item Below 13-18 years Girls 13-18 years

Veg Non Veg Veg Non Veg
1. Cereals 450 450 350 350
2. Pulses 70 50 70 50
3. Green Leafy vegetables 100 100 150 150
4. Other Vegetables 75 75 75 75
5. Roots and Tubers 100 100 75 75
6. Fruits 30 30 30 30
7. Fats & oils 45 50 35 40
8. Meat & fish - 30 - 30

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9. Eggs - 30 - 30
10. Sugar & Jaggery 40 40 - 30
11. Ground Nuts 50 50
Principles of Diet Planning:

Diet planning should be the use of right type of food at the right time in the right manner
and right quantity as there is individual differences regarding food habits in the family,
there are certain principles to be followed:

1. Principles of nourishment.
2. Principles of selection of food item from board categories.
3. Principle of age ie diet for an infant will be different from that of a child.
4. Principle of sex which implies that there may be slight variations for a few food
items according to sex requirement.
5. Number of calories depends on the type of work involved, light work, heavy work
and intellectual work.
6. Principle of flexibility, diet is determined by climatic and seasonal factors.
7. Principle of regularity in taking food.

Problems caused by not eating Balanced Diet or not Eating well

1. Diarrhea
2. Ringing or buzzing in the ears
3. Headache
4. Bleeding or redness of the gums.
5. Nose bleeding
6. Stomach discomfort
7. Dryness or Cracking of the skin
8. Fits or convulsions in small children
9. Palpitation (heavy pulsing of the heart)
10. Anxiety (nerve worry) and various mental or nerve problems.
11. Liver disease
12. Frequent infections.

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 Under Nutrition & malnutrition
Objectives:
Meaning & nature of malnutrition under nutrition remedial measures to overcome
malnutrition

Structure:

Under Nutrition & it’s Result.

Cause of Malnutrition and Under Nutrition
Prevention to Malnutrition (6 months to 5 years)
Symptoms of Malnutrition

“When individuals are undernourished, they can no longer maintain natural bodily
capacities”.

Proper nutrition is very important to maintain a healthy body and mind. The body requires
of 40 essential nutrients to function properly, including vitamins minerals, amino acids,
protein and carbohydrates. Human must consume a certain amount of calories each day in
order to maintain a productive and energetic life style.

Malnutrition when a person’s diet has an imbalance of the essential nutrient that the
body needs to remain healthy. This imbalance in nutrients can weaken the person’s
immune system and body and make them more susceptible to illness. Malnutrition can also
cause delays in a child’s physical and mental development.

Malnutrition is often divided into two different types, under malnutrition and over
nutrition. These two different types vary by what the person is consuming, how it is
influencing their bodies.

Under Nutrition & it’s result

1. Under Nutrition occurs when a person consumes a diet that does not meet the necessary
requirements for the amount of essential nutrients or calories a person needs to remain
healthy.

 This occurs when people are not eating enough food, or when the food they are
eating does not contain well balanced nutrients. WHO estimates that one out of
every three people is suffering from a deficiency in one or more essential nutrients.
 There are 3 common deficiencies that people suffer from, Lack of Vitamin A in diet
is a large problem which results in many cases of blindness in children early year.
 Deficiency in iron cause a person to become anemic which can result in fatigue
increased risk of infection and increased risk of hemorrhaging during childbirth.
 Iodine deficiency is also very common, with one-third of the human population
suffering from a lack of Iodine. It is important for proper function of thyroid gland
which is responsible for producing hormones that manage the body’s metabolic

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 rate. A lack of iodine can cause stunted growth, mental delays and the creation of
goiters, which the base of the neck become swollen.

Over Nutrition

Over nutrition occurs when a person consumes a diet that exceeds the necessary
requirements for the amount of essential nutrients.

In most cases, people who suffer from over nutrition gain excess weight and this can cause
many serious problems to the human body. It can also lead to increased risk of developing
heart disease, stroke, type2 diabetes and even some cancers.

Specific Deficiency:

Specific deficiency is a type of malnutrition that results from a diet that contains negligible
or none at all of a specific nutrient and leads to specific deficiency symptoms.

Causes of Malnutrition and under malnutrition

Immediate causes:-

 Poor diets meals may be low in quantity, nutrient density/eaten infrequently

infants get in sufficient breast milk.
 Disease
 Irregular meal times.
 Random lunching and snacks.

Underlying causes

 Unhygienic living conditions

 Family food insecurity

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Figure Causal frame work for child’s Malnutrition

Premature death ) Outcome

) Exposure
/Outcome

Child and maternal underweight

) Immediate Causes

Inadequate dietary intake Disease

) Underlying Causes
Household food Maternal Health Service access
security /Childcare /healthy Environment

Knowledge and attitude

Quantity/Quality of actual resource

resource-human economic
organizational-and how they are controlled

Political, cultural, religious, economic and social systems Basic causes

(including women’s status and children’s right)

Potential resources: nature technology, people

Adopted from UNICEF (1990)

 In adequate care of household members

 Inadequate food services.

Basic causes

 Poverty
 Lack of information, political & economic insecurity
 War
 Lack of resources at all levels

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Other causes

 Worry or psychological disturbance, parental coercion

 Digestive problem or disease
 Inadequate rest
 Wrong example set by others
 Excessive activity interfering with meals.

Prevention to malnutrition children aged 6 months to 5 years.

 Breast milk remain important
 By the age of 6 months children need to start family foods
 Rich in energy and nutrients, and not watery. Porridge meals, groundnuts, beans
vegetables and fruits and animal food
 Be started one at a time
 Not be too papery, salty and sugary
 Be prepared hygienically. Animal milk should be boiled.
 Be soft and easy to eat
 At six months give meal 2-3 times a day increasing to 4 times a day by the age of one
year- avoid giving sugary or salty snacks.

Symptoms of Malnutrition
(a) Physical Conditions

i. Bad postures
ii. Laziness
iii. Easily fatigued
iv. Susceptibility to diseases
v. Tale and charmless face
vi. Drowsiness
vii. Under weight

(b). Mental Condition

i. Gloomy nature
ii. Look at enthusiasm
iii. Forgetful memory
iv. Lack of concentration
v. Slow comprehension
vi. Irritability

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 Deficiencies and problems of Malnutrition among children
1. Failure of the child to grow or gain weight.
2. Slowness in talking, thinking or walking
3. Thin arms and legs
4. Swollen bellies
5. Sadness
6. Lack of energy
7. Swelling of the face feet and hands
8. Often marks sores on the skin.
9. Thinning or loss of hair or loss of its colour or shine.
10. Dryness of eyes and sometimes blindness
11. Loss of appetite
12. Desire to eat dirt
13. Night blindness

The impact of major diseases or Nutritional Status:

Disease Impact of under Impact of infection with regards to

nutrition nutrition
Diarrhea  Increased duration  Malabsorbtion
 Increased severity  Appetite loss
 Increased mortality  Loss of nutrients
Acute  Increased severity  Appetite loss
Respiratory  Increased mortality  Metabolic effects resulting in
infection muscle breakdown
Measles  Increased duration  Appetite loss
 Increased severity  Decreased availability of vitamin A
 Increased mortality  Reduced immune function
 Fever
 Muscle breakdown
Malaria  Some evidence of  Iron deficiency leading to anemia
increased severity in  Impaired faetal development, low
deficiencies of Vitamin birth weight and growth faltering.
A & Zinc

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 Effects of under nutrition at Different Ages
Malnutrition not only impacts growth in the short term but can also limit total bone
growth.

Cognitive Implications

Malnutrition negatively effects brain development causing delays in motor and cognitive
development such as:

 Attention deficit disorder

 Impaired school performance
 Decreased IQ Scores
 Memory Deficiencies
 Learning disabilities
 Reduced social skills
 Reduced language development
 Reduced problem solving abilities
 Muscle function
 Cardio respiratory function

Effects for the mother

 Intrauterine growth retardation

 Increased prenatal mortality and infection
 Increased maternal morbidity and mortality
 Hemorrhage and uterine dysfunction
 Impaired immune system
 Insufficient iron in breast milk

For the child

 Low birth weight

 Less iron reserves
 Impaired mental development
 Impaired psychomotor function
 Impaired affective relationships
 Impaired neurotransmitter function
 Impaired reproductive function
 Lower blood transport to the tissue.

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 Preventive action may be taken
 Increasing iron taken
Iron supplement
Iron rich diets
 Infection control
Public health
Measures to control hook worm infection malaria and sahistosomiasis
 Improving nutritional status
Control of major nutrient deficiencies
Infection prevention
 A prevention action-
Treatment of thyroid hormone before
Conception and during the neonatal period
Increasing iodine intakes.

Some Healthy Eating Habits may be planned

1. Having food at fixed hours

2. Eating a balanced diet.
3. Eating green vegetables everyday
4. Washing hands before eating
5. Eating slowly and not hurriedly
6. Washing vegetables and fruits before eating
7. Taking boiled water when pure water is not readily available
8. Not eating over cooked food.
9. Not eating food items exposed to dust and flies.
10. Not taking contaminated food by house flies and cockroaches
11. Not taking any food items of food kept open in the market.
12. Not over eating.
13. Not under eating.
School health programme -Ministry of Health & Family

Child Welfare and Health

School Health Programme is a program for school health service under National Rural
Health Mission which has been necessitated and lunched in fulfilling the vision of NRHM to
provide effective health care to population throughout the country. It also focuses on
effective integration of health concerns through decentralized management at district with
determinant of health like sanitation, hygiene nutrition safe drinking water, gender and
social concern.

“School health programme is defined as the school procedures that contribute to the
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maintenance and improvement of the health of pupils and school personnel including
health services, healthful living and health education”

Why school Health Programme?

Good health supports successful learning as much as successful learning supports health.
Research again indicates that healthy children

 have higher daily school attendance

 learn better
 take full advantage of every opportunity to learn and thus achieve higher academic
excellence tend to maximize social relationship and interactions at school and at
home, thus improving their chances of balanced development.

Education increases children’s opportunities to keep healthy. Acquisition of health related

knowledge, attitudes, skills and practices empower children to:

 Pursue healthy life now, and in the futures

 Work as agents of change for the improved health for their families and
communities.
 Gain self reliance, develop positive self esteem and self assertiveness.

Objective of School Health Programme:

 Early detection and care of students with health problems.
 Development of healthy attitudes and healthy behaviors by students.
 Ensure a healthy environment for children at school.
 Prevention of communicable diseases at school.
‘National Curriculum Frame work for School Education’ formulated by the NCERT 2000
envisages the following objectives

 Develop desirable understanding, attitudes and practices with regard to health,

nutrition and sanitation.
 Help the learners develop awareness about the health and sanitation at the
community level.
 It should enable the students to improve health status of the self family and
community.
 Promote healthful living.
 Develop an awareness of the new problems like HIV/AIDS
 It should enable the adolescents to understand the specific problems of this stage,
 It should enable to the students to understand the nature of population dynamics
and its implications for health.
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  It should determine the health status of the learner through health examination.
 It should provide wholesome school environment.
 It should include suitable learning activities on health matters.
 It should provide for appropriate guidance and counseling on health matters,
 It should enable the students to understand sex matters during adolescence,
 It should enable the learners to study suitable self instructional material in this
regard according to age groups.

School Health Foundation of India has the following objectives of action:

1. Developing schools in India as Health Promoting schools.

2. Implementing comprehensive school health programme(CSHSP) in schools.
3. Promotion of research and development in the field of school health and student
well being.
4. Creation of awareness among school children about healthy living.
5. Enhancement of the skills of school teachers in handling health and development
problems among children.
6. To promote life skill education and personal development in schools.
7. To provide guidance for the establishment and maintenance of Health clubs in
schools.
8. Provision of preventive Health services to schools.
9. To identify and correct psychosocial problems among school children, including
substance abuse.
10. To provide guidance and counseling services to children with special problems.
11. Promotion of Educational Research.
12. To develop and distribute health education materials and media to schools
13. To co-operate with governments and health agencies in the formulation,
implementation and evaluation of school health policies and programmes.

Rationale of school Health programme

 The school health programme is the only public sector programme specifically
focused on school aged children. Its main focus is to
 Address the health needs of the children(both physical and mental)
 Provides for nutrition intervention
 Yoga facilities and counseling.

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 Components of school Health Program
A. Health Service Provision:

1. Screening, health care and referral

 Screening of general health, assessment of Anemia/Nutritional status, visual

acuity, hearing problems, dental check up, common skin conditions, heart
defects physical disabilities, learning disorders, behavior problems.
 Basic medicine kit will be provided to take care of common ailments
prevalent among young school going children.
 Referral cards for priority services for district/ sub district hospitals.

2. Immunization

 As per national schedule

 Fixed day activity
 Copied with education about the issue.

3. Micronutrients (vitamin A & IFA) management

 Weekly supervised distribution of iron folate tablets coupled with education

about the issue.
 Administration of Vitamin A in needy cases.

4. De worming

 As per national guidelines

 Biannually supervised schedule
 Prior IEC
 Siblings of students also to be covered.
5. Health promoting Schools

 Counseling services
 Regular practice of yoga, physical education, health education
 Peer leaders as health education
 Adolescent health education-existing in few places.
 Linkages with the out of school children.
 Health clubs, health cabinets
 First aid room/ corners or clinics
B. Capacity Building
C. Monitoring & Evaluation
D. Mid Day Meal

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 The essential elements of school health are:
 Health related school policies: it include children of all communities, encourage
healthy life styles, address, and priority public health problems and promote
collaboration among teachers.
 Provision of Safe (Physically and Psycho-Socially) and supportive environment to
ensure healthy development of students and provide a healthy learning
environment. Provision of nutrition relieves the hunger of the child coming from
deprived circumstances and provision of safe water and adequate sanitation,
reinforces hygiene behavior.
 Health hygiene and nutrition education: that focuses upon the development of age
appropriate knowledge, attitudes, values and life skills needed to establish lifelong
healthy practices, Besides, the school environment must provide opportunities to
practice the acquired healthy behavior in order to reduce the vulnerability of youth
and teachers to common health risks. For example mid-day-school meal
programme, sanitary toilets/ latrines with full water supply etc.
 School-based health and nutrition services: these are equitable, simple, sustainable,
safe and familiar and address problems that are prevalent and recognized as
important within the community Midday School Meals .

Characteristics of school health programme:

According to EB Joh the following characteristics of the school Health Programme -

1. Health education is an integral part of the general education of all students and an
integral part of the school curriculum.
2. Health needs of the learners is the starting point providing experiences that enable
them to develop their abilities for action towards improved individual and group
health.
3. Health programme should give consideration to students needs as they relate to
dental, medical, nutritional and psychiatric activity.
4. It is not confined to learners only but is also extends beyond the school and college
to the home and the community and into adult life
5. School health programme needs to be supplemented by community agencies.
6. The conduct of total school health programme requires the talent of many health
and education personnel, working together in a cooperative manner to achieve
common goals.
7. Group action is important in motivating the learners to solve his/their health
problems.
8. Special methods of evaluation would be needed to find out the adequacy of health
education.
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 9. For providing the required personnel, materials and equipment to achieve the goals
of health education, adequate financial support is necessary.

School Health: Outcomes & Responsibilities

This framework outlines the major interventions proposed under the school health
programme and defines the respective roles and responsibilities of the department of
Health and Family welfare and department of Education and between health care providers
and teacher.

Intervention Expected outcomes Activities Responsibilitie

s
Health and Health promotion and Health education in the Teachers
Nutrition prevention of health curriculum
Education risks, decreases in both
under nutrition and
obesity.
Education on Comfort with bodily Health education formal non Teachers
“growing up changes High Self curricular assisted by some
issues” esteem improved help health care
seeking behavior providers NGOs.

Improved knowledge in Non formal health education

Education on these issues resulting in Organization of schools activities Teachers health
sexual and improved help seeking care providers
reproductive behavior NGOs
Health issues Teachers school
administration
Health Early detection and Annual or one in six months Jointly by
Screening management of common health check up includes: teachers and
problems of eye  Height/weight record health care
problems, especially  Vision checkup providers:
refractive errors hearing  Hearing checkup necessary
problems, disabilities  Disability identification equipment and
including learning  Dental problem supplies to be
disabilities and  Skin problems provided by
behavioral problems  Cardiac problem health
department
Nutrition and Improved nutrition  Health education on Teachers
Anemia prevention and nutrition Teacher and
Management treatment of anemia  Midday meal school
leading to: programmes administration
 Improved general  IFA tablets
health and future administration Teacher with
reproductive  Periodic De worming supplies and
health (6 monthly) counseling from
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  Better scholastic  Vitamin A supplements the health
performance for the department
Immunization Protection from tetanus Periodic sessions Health care’s
(T.T) at 10 & providers could
16 years to be linked to
biannually
screening
Referral Improved access to  Information provision Teacher
linkage with health services about services Teacher &
health especially referral of the  Planned visits to referral Health
services and school health screening centers on scheduled day institution
local remedial Access to first contact  Availability of first Aid kit Teacher with
actions curative services in the and basic first contact provision of kit
school drugs with manuals at from the health
each school- one for department
Remedial measures for every 250 students Coordination
many problems  Provision of spectacles with blinder
identified during hearing aids, disability control hearing
screening equipments etc. disability and
other disability
programme of
health and social
justice
departments.
Orientation Capacity building in  Orientations sessions Department of
Training of implementation  Communications skills education
Teachers  Elements of health, supports by
hygiene and nutrition department of
education Health
 Creating safe and Department of
supportive environment Health provides
 How to screen common each school with
illness a tool kit for
 Dosages and side effect of implementing
medicine the school health
 Follow up on referrals programme.
 Documentation and
reporting

Health Promoting Schools Focus on

 Caring for one self and others

 Making healthy decision and talking control over life’s circumstances
 Creating conditions that are conducive to health(through policies services, physical/
Social conditions)
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  Building capacities for peace, shelter education food income a stable ecosystem,
equity, social, justice sustainable development.
 Preventing leading causes of death, diseases and disability: helminthes tobacco use,
HIV/AIDS/STDs sedentary, lifestyle, drugs and alcohol, violence awl injuries,
unhealthy nutrition.
 Influencing health related behaviors: knowledge belief, skills, attitudes, values, and
support.

However school health service can be achieved through a comprehensive school health
programme comprising the following activities:

1. Health appraisal of school children and school personnel.

2. Cooperation with the home and the community
3. Healthful school environment.
4. Preventions of communicable diseases:
5. Nutritional services
6. First aid and emergency care.
7. Psychological services.
8. Use of school health records
9. Remedial measures and follow up
10. Health instruction.
Aids their importance preparation and use:
The audio visual aids are also called instructional materials, audio literally means “hearing”
and “visual” means that which is found by seeing. So all such aids which endeavor to make
the knowledge clear to us through our sense are called “Audio Visual Aids” or Instrumental
Materials.

According to Burton “These are sensory objectives and images which stimulates and
emphasis on learning process”

The learning situations as real as possible and gives us firsthand knowledge through the
organs of hearing and seeing. Therefore any device which can be used to make the learning
experience more concrete and effective, more realistic and dynamic can be considered as
audio visual materials.

Objective of Teaching Aids

1. To enhance teachers skills which help to make teaching learning process effective.
2. Make learner active in the classroom
3. Communicate them according to their capabilities
4. Develop lesson plan and build interest
5. To make students good observer
6. Develop easy and understandable learning material.
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 7. Follow child centered learning process
8. Involve intimation in objectives
9. To create interest indifferent groups
10. To make teaching process more effective

Significant of Aids in the Pre School and Primary School Education:

The first few years of a child’s life are the most impressionable years and the learning
experiences provided during these years in or outside schools and other institutional
arrangement have a predominant influence on the future behavior pattern of the child.

Seeing, hearing, touching, smelling and manipulating things in this environment tell the
child what the world is like.

Sensory experiences of all kinds contribute to strengthen and enrich the child’s perception.
Toys, building, blocks, card games, puzzles as well as audio visual aids such as pictures,
carts, maps, globes diagrams, flannel graphs, sound recordings which are basically
materials of sight and sound after a variety of experiences which stimulate the senses and
promote self activity in children.

Audio-visual aids reinforce the spoken or the written words with concrete images and thus
provide rich perceptual experiences which are the basis of learning.
Various types of Audio Visual Aids
The various categories of audio visual materials and equipment, both traditional and
modern may be classified as follows:

A. Visual Aids or Non Projected AIDs.

1. Pictures or illustrations
2. Photographs
3. Flash cards or strips
4. Posters
5. Charts
6. Diagrams
7. Maps
8. Graphs
9. Comic strips or books
10. Picture books
11. Exhibitions
B. Projected Aids
1. Motion picture films 8mm.16mm.
2. Slides
3. Film strips
4. Transparencies for overhead projectors
C. Audio Aids.
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 1. Radio
2. Recordings, Tapes, Discs
3. Wacky talky
4. Music system
D. Three Dimensional Aids
1. Models 2. Objects 3. Specimen 4. Mockups 5. Dioramas

6. Puppets 7. Mobiles 8. Planetarium

E. Display Boards.
1. Blackboard or Chalk Board
2. Panel Board
3. Bulletin Board
4. Peg Board
F. New Media
1. Television- Open circuit television, Closed circuit television
2. Video recorder
3. Teaching machines
4. Computers
5. Language laboratory
G. Others
1. Audio visual kits
2. Displays and exhibition
3. Programmed learning materials
H. Audio Visual Equipments
1. Motion picture projectors
2. Slide projectors
3. Overhead projectors
4. Tape recorders-real type, cassette type
5. Film strip projector
6. Opaque projectors, Epidiascope, episcopes
7. Video recorder
8. Television

Use of Aids and their preparation

The use of audio-visual aids in teaching has increased in the past few years due to
technological advancement. According to studies when teachers use learning aids, students
show interest and get more stimulate. Follows are some importance of audio visual aids in
teaching and learning process.

1. To show the interior things: through photographs, films, models etc.

2. To present historic materials: through photographic records, events, people and
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 places.
3. To give information about large and complicated machine: TV programmes,
photographs, films charts etc can help in such situation.
4. To present exotic materials: photography painting diagrams, projectors,
transparency, models etc.
5. To present information about in accessible places.
6. To summarizes a series of observation.
7. To present information about microscopic materials.

Preparation and use of Health promoting materials at school level

1. Health Posters- Posters depicting washing of bodies about various diseases like
plague, malaria etc. and about food, sleep and exercise each poster should be
prepared with educative values behind each disease.
2. Health Book- Each child should be asked to maintain a health book. One important
health rule should be pasted and contain his health records.
3. Health club: Health club should be organized in schools. Weekly or monthly
programme may be chalked out with school red cross society.
4. Radio- Special programme relating to health may be organized.
5. Flame graph- Different cut out drawing or photos should be placed in it.
6. Models and Demonstrations- About caring of different diseases and their
precautions.
7. Story Telling- Good story tellers (teachers) in order to motivate the children.
8. Group discussion- To share ideas and needs and problems which affect health could
be discussed
9. Mother and child health muting- Especially important for pregnant women and
mothers of small children be well-informed about their own and their babies’ health
needs. Regular visit to health centers are opportunities for both checkups and
learning.
10. Health Records- Health record of child should be properly, regularly maintained
11. Healthy environment- Attempt should be made to make classrooms and the school
building very attractive and conductive to health.
12. Film and film strips- Well made health films and film strips are very useful for the
teaching of health education.
13. Excursion and Trips- “Seeing believes is true saying. Excursions to good
dispensaries, water supply centre etc may be planned for health educational
purposes”.
14. A village health committee- a group of able interested persons can be chosen from
the village to help plan and lead activities relating to the well being of the
community.

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