TK: Health and Self-Care

Lessons and pupil materials

• Care for yourself and ask for help

Learning sequence

Build accurate body vocabulary, communication of needs, personal care routines, and understanding of everyday safety. Explore food, rest, movement, and healthy environments without ranking children or moralizing foods. Connect each routine to a practical purpose. The California PTKLF Health domain supplies the learning framework; the school's current health and safeguarding procedures govern practice.

A routine with a reason

Use the pupil routine cards to sequence a familiar care task, such as washing hands. The adult demonstrates the school's approved procedure at the actual sink, describes each action, and helps children rehearse. The printable cards support recall; they do not replace the complete health procedure. Ask when the routine is needed and why. Provide access supports and private help when required.

My body needs something

Use a puppet that feels thirsty, tired, uncomfortable, or needs the toilet. Children suggest words, gestures, or communication-board choices and name an adult who can help. Practice asking for help without requiring a child to disclose a private experience. Teach that adults are responsible for making care and support available.

Safe choices and help

Use pretend scenarios: an unknown object on the ground, a spill, a missing adult, an unwanted touch. Rehearse moving to safety when possible and telling a trusted adult. Teach the school's actual procedures and body-boundary language. Never use frightening surprise tests or promise that a child can prevent every harm. If a child discloses a concern, follow the school's safeguarding process.

Evidence

Observe real routines and help-seeking, with support recorded. Transfer means recognizing the need in a different appropriate context, not reciting a poster. Keep health and disability information private. Use the pupil pages as conversation tools, not medical screening.