Health Literate Child: Transforming Teaching in School Health Education


  • Zanda Rubene University of Latvia (LV)
  • Inese Stars (LV)
  • Liva Goba (LV)



child’s agency, child empowerment, health literacy, school health education, transforming teaching


Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child’s health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers’ professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment.



Download data is not yet available.


th Global Conference on Health Promotion: Track Themes: Health Literacy and Health Behaviour. Retrieved from

Bela B., Tīsenkopfs T. (2006). Dzīves kvalitāte Latvijā. Rīga: Zinātne.

Borzekowski, D. L. G. (2009). Considering Children and Health Literacy: A Theoretical Approach. Pediatrics, 124(3), 282-288.

Bühler-Niederberger D. (2011). Lebensphase Kindheit. Theoretische Ansätze, Akteure und Handlungsräume. Weinheim, Basel: Juventa.

Eide, E. R., Showalter, M. H. (2011). Estimating the Relation Between Health and Education: What Do We Know and What Do We Need to Know? Economics of Education Review, 30(5), 778–791.

Engeström, Y. (2009). Expansive learning: Toward an Activity-Theoretical Reconceptualization. In: Illeris, K. (Eds.) Contemporary Theories of Learning: Learning Theorists—in Their Own Words (pp. 53-73). New York: Routledge.

Engeström, Y., Engeström, R. & Suntio, A. (2002). Can a School Community Learn to Master Its Own Future? An Activity-Theoretical Study of Expansive Learning Among Middle School Teachers. In: Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (pp. 211–224). Oxford: Blackwell.

Hagquist, C., Starrin, B. (1997). Health Education in Schools – From Information to Empowerment Models. Health Promotion International, 12(3), 225-232.

Hargreaves, A., Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press.

Harper, S., Laws, G. (1995). Rethinking the Geography of Aging. Journal Progress in Human Geography, 19 (2), 199-221.

Hummelbach, N., Schröer, W. (2014). Die transnacionale Kindheit. In: Kindgeiten in der Moderne. Eine Geschichte der Sorge. Frankfurt, New York: Campus, pp. 492-509.

James, A. (2004). Understanding Childhood from an Interdisciplinary Perspective: Problems and Potentials. In: Pufall, P., Unsworth, R. (Eds.) Rethinking Childhood (pp. 25–38). New Brunswick, NJ: Rutgers University Press.

James, A., Prout, A. (1997). Constructing and Reconstructing Childhood: Contemporary issues in the sociological study of childhood. London: RoutledgeFalmer.

Jansone–Ratinika, N. (2013). Tēva pedagoģiskā kompetence mūsdienu ģimenē. Disertācija pedagoģijā. Rīga: LU.

Jourdan, J. (2011). Health Education in Schools. The Challenge of Teacher Training. Saint-Denis: Inpes, coll. Santé en action. Retrieved from

Kalnins, I., Mcqueen, V. D., Backett, C. K., Curtice L., Currie E. C. (1992). Children, Empowerment and Health Promotion: Some New Directions in Research and Practice. Health Promotion International, 7 (1), 53-59.

Kickbusch, I. (2001). Health Literacy: Addressing the Health and Education Divide. Health Promotion International, 16(3), 289-97.

Leger, St. L. (2001). Schools, Health Literacy and Public Health: Possibilities and Challenges. Health Promotion International, 16(2), 197-205.

Manganello, J. A. (2008). Health Literacy and Adolescents: a Framework and Agenda for Future Research. Health Education Research, 23(5), 840-7.

Mårtensson, L., Hensing, G. (2012). Health literacy – a Heterogeneous Phenomenon: a Literature Review. Scandinavian Journal of Caring Sciences, 26(1), 151–60.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.

Nutbeam, D. (2000). Health Literacy as a Public Health Goal: a Challenge for Contemporary Health Education and Communication Strategies into the 21st Century. Health Promotion International, 15(3), 259-267.

Paakkari, L., Paakkari, O. (2012). Health Literacy as a Learning Outcome in Schools. Health Education, 112 (2), 133-152.

Parsons, T. (1951).The Social System. New York: Free Press.

Sahlberg, P. (2011). Finnish lessons. What Can the World Learn from Educational Change in Finland? New York: Teachers College Press.

Schein, E. H. (2010). Organizational Culture and Leadership. Fourth edition. San Francisco: Jossey-Bass.

Tones, K., Tolford, S. (1994). Health Education: Effectiveness and Efficiency. London: Chapman and Hall.

Virkkunen, J., Newnham, D. S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education. Rotterdam: Sense Publishers.




How to Cite

Rubene, Z., Stars, I., & Goba, L. (2015). Health Literate Child: Transforming Teaching in School Health Education. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 331-340.