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DEVELOPMENTAL TASKS —A SOURCE OF. HEALTH PROBLEMS

DEVELOPMENTAL TASKS —A SOURCE OF. HEALTH PROBLEMS the interests and advancement of school health seroice and instruction. Your parliripation by membership is solicited. VOl. XXIX SEPTEMBER, 1959 No. 7 DEVELOPMENTAL TASKS - A SOURCE OP. HEALTH PROBLEMS WESLEY CUSHMAN, P. ED.D. Professor of Health Education, The Ohio State University To make our teaching more meaningful health educators have spent much effort to learn the, specific health interests of children and have advocated using these as guides in course of study and curriculum construction. The free response technique has been used, but in small groups this technique may provide only limited and superficial questions ; thousands of questions from hundreds of students must be obtained for good results. Student questions, as asked in class, have been recorded but these represent questions stimulated by teacher and student discussion on predetermined subject matter. !Checklists have been madei of health topics, but for the most part these have not been in the form of specific and vital problems. If health is a means to a n end and health, per se, is not a strong motivating forcei, would it be wiser in building a course to select health materials which deal with the common concerns of children rather than http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of School Health Wiley

DEVELOPMENTAL TASKS —A SOURCE OF. HEALTH PROBLEMS

Journal of School Health , Volume 29 (7) – Sep 1, 1959

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Publisher
Wiley
Copyright
1959 American School Health Association
ISSN
0022-4391
eISSN
1746-1561
DOI
10.1111/j.1746-1561.1959.tb08517.x
Publisher site
See Article on Publisher Site

Abstract

the interests and advancement of school health seroice and instruction. Your parliripation by membership is solicited. VOl. XXIX SEPTEMBER, 1959 No. 7 DEVELOPMENTAL TASKS - A SOURCE OP. HEALTH PROBLEMS WESLEY CUSHMAN, P. ED.D. Professor of Health Education, The Ohio State University To make our teaching more meaningful health educators have spent much effort to learn the, specific health interests of children and have advocated using these as guides in course of study and curriculum construction. The free response technique has been used, but in small groups this technique may provide only limited and superficial questions ; thousands of questions from hundreds of students must be obtained for good results. Student questions, as asked in class, have been recorded but these represent questions stimulated by teacher and student discussion on predetermined subject matter. !Checklists have been madei of health topics, but for the most part these have not been in the form of specific and vital problems. If health is a means to a n end and health, per se, is not a strong motivating forcei, would it be wiser in building a course to select health materials which deal with the common concerns of children rather than

Journal

Journal of School HealthWiley

Published: Sep 1, 1959

References