A child’s normal growth and development relies on their eating habits and physical activity. As children grow, they change physically, mentally, and socially (USDA, 2009). Early childhood education environments should have a safe and adequate food supply, provide staff training, and promote healthy eating patterns for optimal physical, social, and emotional growth and development in the children they serve (Robertson, 2010, p.334). Physical fitness is also equally important for children in the early childhood education environment and should be a part of the daily curriculum.
According to research, physical activity is needed to balance food intake, therefore it is important that physical activity be a part of the early childhood education environment. The new My Pyramid Food Guidance System has a component for finding balance between food intake and physical activity and encourages greater physical activity among Americans (p.265). According to the My Pyramid for Kids, children should be physically active for 60 minutes a day on most days. Children need a healthy diet and physical activity for normal growth (p.265).
Schools should offer programs that teach children how to choose healthy physical activity as well as foods (p.265). Physical activity is important because it helps children stay healthy. It helps children learn good habits early in life. It gives them an outlet for their natural energy (USDA, 2009).
As educators we must realize that physical activity patterns developed in childhood tend to last throughout adulthood. That is why it is so important that teachers include physical activity in their early childhood education programs. Children love to move, therefore teachers and parents should encourage children to play actively several times every day. Children’s activities may happen in short bursts of time and not all at once (USDA, 2009). Physical activity does not always have to be led by adults. Free play is unstructured physical activity that is chosen by the child. They may want to play on the playground, play tag with friends, or play pretend games. When adults lead preschoolers in play, it should encourage flexibility and focus on strength, or endurance (USDA, 2009). Adults should strive for allowing children to run around and play several times a day, and reduce screen time (USDA, 2009).
When children do not engage in healthy fitness activities and eat too much fat, sugar, and sodium, they could become overweight. Some consequences of childhood and adolescent overweight are psychosocial. Obese children and adolescents are targets of early and systematic social discrimination. These children may develop low self-esteem, which can cause problems in academic achievement and social functioning (Center for Disease Control, 2009). Pediatric obesity is not a disease but an uncontrolled epidemic-over a quarter of American children are classified as obese (Obesity Prevention Center for Children and Youth, 2010).
Childhood obesity poses significant risk to children in the early education environment. The number of young children who are obese has tripled in the past 25 years. Some factors that contribute to obesity include overconsumption of sugars and an increase in sedentary activities (Robertson, 2010, p.264). Obese children are at risk for health problems during their youth and as adults. Risks are high blood pressure, high cholesterol, Type 2 diabetes, asthma, sleep apnea, and social discrimination (p.264).
Adults can help children develop good fitness habits by setting a good example and being active themselves. Adults can participate in active family activities with their children. Children and parents can be active indoors and outdoors with the appropriate activity and playing together. Children love to run, jump, hop, skip, chase, and play (USDA, 2009).
It is important for children to develop their locomotive skills, which involves moving the body from one point to another. A great exercise for young children is “pushing to the sky.” This is a shoulder press exercise. The child stands with dumbbells in both hands at shoulder height and pushes the dumbbells above the head until the arms are straight (NAEYC, 2006). This is a great way for children to work their muscles.
Children also need to build their manipulative skills. This can be achieved by children using their hands and feet to manipulate an object in a physically active way, such as by playing soccer (NAEYC, 2006). A great way for children to improve their manipulative skills is playing on the playground equipment such as the monkey bars. Children can grab the monkey bars with their hands and feet and swing and twist.
Teachers can challenge children at the appropriate levels to help them develop their motor skills. Teachers can help children with throwing, catching, and striking by modifying the distance, the texture of the ball, and the type of bat or paddle used when they play. Children will need the right environment, the appropriate equipment, and daily routines for exercise and play (NAEYC, 2006).
As a future early childhood education teacher, I want to incorporate into my personal teaching philosophy the importance of physical fitness on a daily basis and provide a broad base for reducing nutritional risks (Robertson, 2010, p.273). I want to communicate effectively with all families and establish trust. I want them to feel they can talk to me about any concern they may have for their child and know that I will work with them to provide the best environment for their child with a focus on education, health, safety, nutrition and physical fitness. Communication is a key factor in the success of an early childhood education environment’s effort to provide for the safety, nutrition, and health of the children present(p.610). Communicating with others who participate in the early childhood education environment affords the highest levels of protection and prevention (p.610).
References:
Center for Disease Control and Prevention (2009) Tips for Parents-Ideas to Help Children Maintain a Healthy Weight. Retrieved on July 7, 2010 from, http://www.cdc.gov/obesity/childhood/index.html
Goodway, J.D., & Robinson, L.E. (2006) SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children on the Web. Retrieved on July 7, 2010 from, http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf
Obesity Prevention Center for Children and Youth (2010) Childhood Obesity: Food and Exercise. Retrieved on July 7, 2010 from, http://www.opccy.org/home.html
Robertson, C. (2010, 2007) Safety, Nutrition, and Health in Early Education (4th ed). Belmont, CA: Wadsworth Cengage Learning
USDA(2009) Developing Healthy Eating Habits. Retrieved on July 7, 2010 from, http://www.mypyramid.gov/preschoolers/HealthyHabits/index.html
USDA (2009) Physical Activity: What is Physical Activity for Preschoolers? Retrieved on July 7, 2010 from, http://www.mypyramid.gov/preschoolers/PhysicalActivity/index.html
Tuesday, July 13, 2010
Wednesday, July 7, 2010
Safety Practices and Policies
Safety in Early Childhood Environments
Kimberly D. Brannon
Walden University
EDUC-1005-2
Professor Erin Eissler
June 10, 2010
Safety in Early Childhood Environments
There are many potential safety hazards that can occur in the preschool environment. However, with education, training, and awareness, both teachers and parents can work together to create a safe and fun environment with minimal risk for the children.
Parents should be aware of the possible environmental and structural safety risk factors when they are choosing a preschool. Facilities should be located on a well-drained site, free from hazards and in areas that are protected from: high air pollution, loud or constant noises, heavy traffic, unsafe buildings, deep excavations, radiation hazards, radon hazards, pits, and any other unsafe or harmful environmental elements (NRC kids, 2002).
Playtime in a preschool environment can pose potential hazards that could lead to injury. One hazard is the impulsiveness of this age group. Children have a tendency to test their limits and this is when injury could occur. Boys are more likely than girls to engage in safety risk behaviors (Robertson, 2010, p. 62). Their thought processes may come second to their display of physical mastery, which can lead to harm (p.89). The teacher can conduct an overall outdoor inspection for safety with checklists that are created for this particular preschool environment (p. 67). Also, being knowledgeable of a preschoolers’ cognitive development at this age can help alleviate risky situations (p. 62). It is important for a teacher to watch the children in the environment and be aware and alert at all times. Activities for preschoolers’ should be developmentally appropriate and not present risk in and of themselves (p.62). Teachers should have full knowledge of policies and procedures. They can utilize role modeling for educating children on proper safety when they play. Using education, role modeling, and communication, the teacher can help parents learn how to provide their children with a safe and secure home environment (p.63).
Some indoor hazards in an early childhood environment are falls, choking, burns, drowning, and poisoning (p. 82). It is important to apply the ABC’s of injury risk and to educate the parents on this information. This can help both the teachers and parents become aware of the importance of anticipating, modifying, and monitoring the environment. Through awareness of accessories, the known factor of the hazard, this can lead to prevention methods (p.61). Also, because behavior is the leading cause of injury, preschoolers need to be closely supervised due to their immaturity in decision making (p. 61). Finally, condition, or circumstances pertaining to an injury, can be addressed through awareness and communication with parents (p. 64).
Cleaning products can be a potential risk. This can be improved upon by providing “green” products, which are also environmentally friendly (p.85). Cleaning products should be kept out of reach and labeled properly. Teachers can educate children on what the labels mean and the potential harm they can cause (p.85). There should be a written safety policy for these types of products and should be communicated to parents. Parents should be made aware of the dangers and advised on what they can do at home (p.85).
Falls are a potential hazard for preschoolers. Falls from playground equipment are the leading cause of injury in early childhood education environments (p.130). This age group is coordinated and fast and can do almost any physical activity (p.89). Their environment should have only safe, sturdy equipment that is in good repair. Teachers should always supervise preschoolers to help protect them from falls. Teachers can teach preschool children preventative measures to help them to anticipate hazards. A check-list for outdoor equipment is a good way to find out if it is safe or a potential hazard (p.89). Outdoor play should take place in an environment that provides adequate shade, has a fence or appropriate barriers, and have equipment that is age appropriate. Also, it is important to have the right amount of space for active preschoolers to play in (p.142).
Teachers can help preschoolers become aware of the possible potential for danger in the outdoor environment by teaching the children safe behaviors and how to use safety devices that can protect them such as signs that indicate caution must be used (p. 162). Teachers can bring awareness to families by having promotions such as outdoor safety awareness week. Also, by providing families with safety handouts, take home videos, and group meetings, the teacher can educate families of the hazards of the outdoor environment (p.162).
For my future classroom, I want to work with the families and provide the education and training necessary to minimize the risk for injury to the children. I feel this can be achieved through continuous communication with families, working together with families and their children, and having policies and procedures in place and practiced on a daily basis.
References
NRC (2002). National Resource Center for Health and Safety in Child Care and Early Education: Caring For Our Children. Retrieved June 9, 2010 from, http://nrckids.org/CFOC/index.html
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
Kimberly D. Brannon
Walden University
EDUC-1005-2
Professor Erin Eissler
June 10, 2010
Safety in Early Childhood Environments
There are many potential safety hazards that can occur in the preschool environment. However, with education, training, and awareness, both teachers and parents can work together to create a safe and fun environment with minimal risk for the children.
Parents should be aware of the possible environmental and structural safety risk factors when they are choosing a preschool. Facilities should be located on a well-drained site, free from hazards and in areas that are protected from: high air pollution, loud or constant noises, heavy traffic, unsafe buildings, deep excavations, radiation hazards, radon hazards, pits, and any other unsafe or harmful environmental elements (NRC kids, 2002).
Playtime in a preschool environment can pose potential hazards that could lead to injury. One hazard is the impulsiveness of this age group. Children have a tendency to test their limits and this is when injury could occur. Boys are more likely than girls to engage in safety risk behaviors (Robertson, 2010, p. 62). Their thought processes may come second to their display of physical mastery, which can lead to harm (p.89). The teacher can conduct an overall outdoor inspection for safety with checklists that are created for this particular preschool environment (p. 67). Also, being knowledgeable of a preschoolers’ cognitive development at this age can help alleviate risky situations (p. 62). It is important for a teacher to watch the children in the environment and be aware and alert at all times. Activities for preschoolers’ should be developmentally appropriate and not present risk in and of themselves (p.62). Teachers should have full knowledge of policies and procedures. They can utilize role modeling for educating children on proper safety when they play. Using education, role modeling, and communication, the teacher can help parents learn how to provide their children with a safe and secure home environment (p.63).
Some indoor hazards in an early childhood environment are falls, choking, burns, drowning, and poisoning (p. 82). It is important to apply the ABC’s of injury risk and to educate the parents on this information. This can help both the teachers and parents become aware of the importance of anticipating, modifying, and monitoring the environment. Through awareness of accessories, the known factor of the hazard, this can lead to prevention methods (p.61). Also, because behavior is the leading cause of injury, preschoolers need to be closely supervised due to their immaturity in decision making (p. 61). Finally, condition, or circumstances pertaining to an injury, can be addressed through awareness and communication with parents (p. 64).
Cleaning products can be a potential risk. This can be improved upon by providing “green” products, which are also environmentally friendly (p.85). Cleaning products should be kept out of reach and labeled properly. Teachers can educate children on what the labels mean and the potential harm they can cause (p.85). There should be a written safety policy for these types of products and should be communicated to parents. Parents should be made aware of the dangers and advised on what they can do at home (p.85).
Falls are a potential hazard for preschoolers. Falls from playground equipment are the leading cause of injury in early childhood education environments (p.130). This age group is coordinated and fast and can do almost any physical activity (p.89). Their environment should have only safe, sturdy equipment that is in good repair. Teachers should always supervise preschoolers to help protect them from falls. Teachers can teach preschool children preventative measures to help them to anticipate hazards. A check-list for outdoor equipment is a good way to find out if it is safe or a potential hazard (p.89). Outdoor play should take place in an environment that provides adequate shade, has a fence or appropriate barriers, and have equipment that is age appropriate. Also, it is important to have the right amount of space for active preschoolers to play in (p.142).
Teachers can help preschoolers become aware of the possible potential for danger in the outdoor environment by teaching the children safe behaviors and how to use safety devices that can protect them such as signs that indicate caution must be used (p. 162). Teachers can bring awareness to families by having promotions such as outdoor safety awareness week. Also, by providing families with safety handouts, take home videos, and group meetings, the teacher can educate families of the hazards of the outdoor environment (p.162).
For my future classroom, I want to work with the families and provide the education and training necessary to minimize the risk for injury to the children. I feel this can be achieved through continuous communication with families, working together with families and their children, and having policies and procedures in place and practiced on a daily basis.
References
NRC (2002). National Resource Center for Health and Safety in Child Care and Early Education: Caring For Our Children. Retrieved June 9, 2010 from, http://nrckids.org/CFOC/index.html
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
Emergency Preparedness: Natural and Human-Generated Disasters
Child Health, Safety, and Nutrition Application
Kimberly D. Brannon
Walden University
EDUC-1005-2
Professor Eissler
June 19, 2010
Child Health, Safety, and Nutrition Application
Disasters could come in the form of natural or human generated. It is important for teachers to have a plan in place. When it comes to disasters such as hurricanes and fires, it is crucial to have a plan and to practice routine drills in the early childhood education environment.
I am doing my teacher internship at a coastal preschool in Tybee Island, Georgia. Because we are approximately 30 miles from the coastline, my colleagues and I are very aware of the mandatory need for a hurricane disaster plan. Winds in tropical storms can get up to 100 miles per hour (Pennsylvania Emergency Management Agency, 2003). A hurricane has the potential to devastate several states, putting thousands of people at risk. This could result in people drowning, getting trapped in their homes, or the danger of electrocution from downed power lines. It is crucial to monitor National Oceanographic and Atmospheric Administration (NOAA) weather radio or a local radio/TV station for public warnings when weather conditions indicate (Pennsylvania Emergency Management Agency, 2003). It is important to have the facility evaluated for its ability to withstand high winds. Also, identify and designate the best internal protective areas within the facility. If it seems necessary, tape and/or board all the windows. All staff members and children should know the “symptoms” of a hurricane. Families should be included in all training (Pennsylvania Emergency Management Agency, 2003). Select staff members to be the designated “severe weather watchers” and know safe evacuation routes to official shelters. During periods of particularly high winds, keep children away for any glass. Every facility should have a backup warning system. It is very important to store portable equipment inside the facility and away from shelter areas. During the warning, secure or store articles which may act as missiles. If there is time to take shelter, sit on the floor away from the windows (Pennsylvania Emergency Management Agency, 2003).
It is important to involve parents by having them become familiar with the emergency plan and procedures they are to follow. Invite parents to assist the facility manager in writing the plan. Day care facility management personnel have a responsibility to staff members, occupants, parents and anyone who happens to be in their facility, to develop a disaster plan. It is important to check with municipal emergency management officials to make sure that it is compatible (Pennsylvania Emergency Management Agency, 2003). Then train staff and children for the disaster plan, designate responsibilities to different staff members, have drills, inform families of the plan, conduct safety inspections, and give copies of the plan to the local Emergency Management Agency (Pennsylvania Emergency Management Agency, 2003).
Teachers should have discussions about hurricanes with the children and answer any questions that they may have. Teachers have to remember that in the event of a disaster that children need calm and in control teacher (Robertson, 2010, p.201). After the disaster has passed, the teacher should be there to comfort the children and allow them to express their thoughts and concerns. Preschool-age children may feel helpless and frightened about being separated from a parent or other caregiver. Teachers can help relieve their anxieties by providing reassurance and physical closeness (p.202).
When we consider the possibilities of a disaster involving fires and explosions, it is necessary to have a plan in place. Fire or explosions are a potential threat to any facility and could happen at any time without warning. Fire is the most likely disaster to occur (p.205). Everyone in the area of the fire and also the surrounding counties are at risk, therefore precautions must be prepared in advance. Fire and explosions may start in a building or on the outside. Since my preschool classroom is in a rural area in Georgia, it is possible that a fire or explosion could quickly get out of control and become a threat to my school. If the fire comes from within the school, it is crucial to have a warning system. The school should ensure that the alarm system is in good working order, and in the event that it should not work, an alternate signal should be available (PEMA, 2003).
Fires and explosions can cause great bodily harm through burns and/or smoke inhalation. They could even result in death. All people and animals in close proximity of a fire or explosion are at risk for injury, therefore a fire or explosion can put many in danger. If my colleagues and I do not have an evacuation plan and disaster kits in place, then we are putting the children and staff at risk and without any protection.
To prepare for the event of a fire or explosion my colleagues and I need to ensure that we have the proper, working equipment and that it is in good repair. Staff members and children should be familiar with the location and operation of alarm and extinguishers (PEMA, 2003). All equipment, such as extinguishers, sprinkler systems, and fire doors should be routinely maintenance and should comply with state and municipal ordinances (PEMA, 2003). Fire extinguishers should be visible, and all emergency exits should be clearly marked (Robertson, 2010, p.199). All staff should be trained and become knowledgeable of the different types of potential fire threats and the different materials and equipment that we should have on hand in order to combat the type of fire threat (PEMA, 2003). Teachers should share this information with the families also.
My school’s fire safety plan should include an alarm, evacuation plan, notifying the fire department, and if we have time, close all the windows (PEMA, 2003). Teachers should arrange for the fire department to visit several times a year to explain about fires and the procedures to respond to them (Robertson, 2010, p.205). Fire drills should be offered monthly. In the preschool setting, children should be gotten to safety by evacuating the building and going to a safe place previously agreed upon that the parents are aware of (p.204). There should be a system in place for knowing which children and teachers are present in the preschool at all times (p.204). Teachers should provide written information to parents giving details of evacuation procedures, a safe place to meet, and how the preschool will respond to emergencies (p.206).
Disasters such as hurricanes and fires can put many people at risk for injury. However, with proper plans and procedures in place, the early childhood education environment can be prepared for these types of disasters. Teachers, staff and families must work together for the benefit of the children to establish disaster plans that could save many lives.
References
Pennsylvania Emergency Management Agency: Bureau of Plans. (2003). Day Care Facilities Emergency Planning Guide. Retrieved June 19, 2010 from, http://www.pema.state.pa.us/pema/lib/pema/daycareplanningtoolkit/day_care_facilities_planning_guide.pdf
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
Kimberly D. Brannon
Walden University
EDUC-1005-2
Professor Eissler
June 19, 2010
Child Health, Safety, and Nutrition Application
Disasters could come in the form of natural or human generated. It is important for teachers to have a plan in place. When it comes to disasters such as hurricanes and fires, it is crucial to have a plan and to practice routine drills in the early childhood education environment.
I am doing my teacher internship at a coastal preschool in Tybee Island, Georgia. Because we are approximately 30 miles from the coastline, my colleagues and I are very aware of the mandatory need for a hurricane disaster plan. Winds in tropical storms can get up to 100 miles per hour (Pennsylvania Emergency Management Agency, 2003). A hurricane has the potential to devastate several states, putting thousands of people at risk. This could result in people drowning, getting trapped in their homes, or the danger of electrocution from downed power lines. It is crucial to monitor National Oceanographic and Atmospheric Administration (NOAA) weather radio or a local radio/TV station for public warnings when weather conditions indicate (Pennsylvania Emergency Management Agency, 2003). It is important to have the facility evaluated for its ability to withstand high winds. Also, identify and designate the best internal protective areas within the facility. If it seems necessary, tape and/or board all the windows. All staff members and children should know the “symptoms” of a hurricane. Families should be included in all training (Pennsylvania Emergency Management Agency, 2003). Select staff members to be the designated “severe weather watchers” and know safe evacuation routes to official shelters. During periods of particularly high winds, keep children away for any glass. Every facility should have a backup warning system. It is very important to store portable equipment inside the facility and away from shelter areas. During the warning, secure or store articles which may act as missiles. If there is time to take shelter, sit on the floor away from the windows (Pennsylvania Emergency Management Agency, 2003).
It is important to involve parents by having them become familiar with the emergency plan and procedures they are to follow. Invite parents to assist the facility manager in writing the plan. Day care facility management personnel have a responsibility to staff members, occupants, parents and anyone who happens to be in their facility, to develop a disaster plan. It is important to check with municipal emergency management officials to make sure that it is compatible (Pennsylvania Emergency Management Agency, 2003). Then train staff and children for the disaster plan, designate responsibilities to different staff members, have drills, inform families of the plan, conduct safety inspections, and give copies of the plan to the local Emergency Management Agency (Pennsylvania Emergency Management Agency, 2003).
Teachers should have discussions about hurricanes with the children and answer any questions that they may have. Teachers have to remember that in the event of a disaster that children need calm and in control teacher (Robertson, 2010, p.201). After the disaster has passed, the teacher should be there to comfort the children and allow them to express their thoughts and concerns. Preschool-age children may feel helpless and frightened about being separated from a parent or other caregiver. Teachers can help relieve their anxieties by providing reassurance and physical closeness (p.202).
When we consider the possibilities of a disaster involving fires and explosions, it is necessary to have a plan in place. Fire or explosions are a potential threat to any facility and could happen at any time without warning. Fire is the most likely disaster to occur (p.205). Everyone in the area of the fire and also the surrounding counties are at risk, therefore precautions must be prepared in advance. Fire and explosions may start in a building or on the outside. Since my preschool classroom is in a rural area in Georgia, it is possible that a fire or explosion could quickly get out of control and become a threat to my school. If the fire comes from within the school, it is crucial to have a warning system. The school should ensure that the alarm system is in good working order, and in the event that it should not work, an alternate signal should be available (PEMA, 2003).
Fires and explosions can cause great bodily harm through burns and/or smoke inhalation. They could even result in death. All people and animals in close proximity of a fire or explosion are at risk for injury, therefore a fire or explosion can put many in danger. If my colleagues and I do not have an evacuation plan and disaster kits in place, then we are putting the children and staff at risk and without any protection.
To prepare for the event of a fire or explosion my colleagues and I need to ensure that we have the proper, working equipment and that it is in good repair. Staff members and children should be familiar with the location and operation of alarm and extinguishers (PEMA, 2003). All equipment, such as extinguishers, sprinkler systems, and fire doors should be routinely maintenance and should comply with state and municipal ordinances (PEMA, 2003). Fire extinguishers should be visible, and all emergency exits should be clearly marked (Robertson, 2010, p.199). All staff should be trained and become knowledgeable of the different types of potential fire threats and the different materials and equipment that we should have on hand in order to combat the type of fire threat (PEMA, 2003). Teachers should share this information with the families also.
My school’s fire safety plan should include an alarm, evacuation plan, notifying the fire department, and if we have time, close all the windows (PEMA, 2003). Teachers should arrange for the fire department to visit several times a year to explain about fires and the procedures to respond to them (Robertson, 2010, p.205). Fire drills should be offered monthly. In the preschool setting, children should be gotten to safety by evacuating the building and going to a safe place previously agreed upon that the parents are aware of (p.204). There should be a system in place for knowing which children and teachers are present in the preschool at all times (p.204). Teachers should provide written information to parents giving details of evacuation procedures, a safe place to meet, and how the preschool will respond to emergencies (p.206).
Disasters such as hurricanes and fires can put many people at risk for injury. However, with proper plans and procedures in place, the early childhood education environment can be prepared for these types of disasters. Teachers, staff and families must work together for the benefit of the children to establish disaster plans that could save many lives.
References
Pennsylvania Emergency Management Agency: Bureau of Plans. (2003). Day Care Facilities Emergency Planning Guide. Retrieved June 19, 2010 from, http://www.pema.state.pa.us/pema/lib/pema/daycareplanningtoolkit/day_care_facilities_planning_guide.pdf
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
Emergency Care for Choking and Drowning Victims
Emergency Care for Choking and Drowning Victims
Kimberly Brannon
Walden University
EDUC-1005-2
Professor Eissler
June 23, 2010
Emergency Care for Choking and Drowning Victims
My preschool class and I were outside eating sack lunches when one of the little boys in my class started clutching at his throat. He was choking on his ham sandwich. Because of my first aid training, I knew I had to respond immediately. I have been trained in basic first aid and rescue breathing, also I have been certified in CPR and I get recertified every year (Robertson, 2010, p.179).
I asked him if he could speak, but he could not. I had to take action. I grabbed my cell phone and called 911. Since he was conscious, I stood behind him with my arms around his waist, and I formed a fist with one hand. I placed my fist, thumb side in, between his ribs and waistline (Hering, 2005). I grabbed my fist with my other hand and made sure to keep my arms off of his rib cage. I gave four quick inward and upward thrusts. This procedure is popularly known as “The Heimlich Maneuver.” I repeated this one more time and the ham sandwich piece flew out of his mouth.
When the paramedics arrived, they took him to the hospital so that he could receive a thorough examination by a doctor. I called his parents and told them what happened. They thanked me and agreed to meet me at the hospital. My first aid training had helped to save a young life. I arranged for another teacher to take over my class so that I could go to the hospital. After the incident was over, I filled out a full and detailed report (Robertson, 2010, p. 179). I had already given all the parents of my students a notice of procedures for emergencies, evacuation plans depending on the situation, and our shelter-in-place plan (p.178). The parents have all the telephone numbers to the preschool and I gave all of them my home and cell phone numbers (p. 178). I include the parents one hundred percent in any emergency incident; it is my responsibility and their rights to this information (p.178). I encourage parents to keep a well stocked first aid kit at their home and in their vehicle. Also, I offer them videos that demonstrate first aid and CPR training and provide them with information on other facilities that offer classes. I inform them of the importance of keeping emergency contact information on their refrigerator, or somewhere that is easily visible, and in their cell phones.
Choking kills more than 3,000 people each year, according to the American Red Cross. Time is critical for a choking victim. Without oxygen, the brain begins to die within 4-6 minutes (Hering, 2005). Warning signs to look for in a choking victim are: an inability to talk, troubled or noisy breathing, the inability to cough forcefully, grabbing of the throat, a blue or grayish color to the lips, skin or nails, a look of panic, and loss of consciousness (Hering, 2005).
On another occasion, my preschool class and four other classes went on a field trip to a local lake for swimming and a picnic. We had 4 teachers, 20 parents and 88 students. The preschoolers were instructed not to go out in the water past their waist. One little girl managed to get out of her lifejacket and slipped under the water. The adult closest to her got her to the shore, but she was not breathing. The lifeguard proceeded to lay her on her back and began administering CPR. He began by checking her for unresponsiveness; when she did not respond, he tilted her head back and listened for any breathing (University of Washington School of Medicine, 1998). Then he pinched her nose and covered her mouth with his mouth and began to blow, giving 2 breaths, each breath was one second. This procedure is continued until you see the chest rise (U of W School of Medicine, 1998). She was not breathing yet, so the lifeguard began chest compressions. He used the heel of one hand for the chest compressions. He began to press the sternum approximately one-third the depth of her chest. He continued with 2 breaths and 30 pumps (U of W School of Medicine, 1998). I called 911 as soon as the child was brought ashore. The paramedics were there within 30 minutes. However, because of the fast action of the lifeguard, the child’s life was saved. She began to cough up water shortly after the lifeguard engaged in CPR on her. I covered her in warm blankets and held her in my arms. I called her parents and we agreed to meet at the hospital.
According to the Red Cross, swimming in a natural body of water is different from swimming in a pool (American Red Cross, 2010). Whenever you are around water, take steps to prepare for the unexpected, such as wearing a U.S. Coast Guard-approved life jacket, also known as a personal floatation device (PFD). Teachers must ensure that the jacket fits correctly and are buckled and strapped correctly and that the buckles and straps are in good repair (American Red Cross, 2010). The life jackets should be tested prior to lake swimming in a swimming pool. The children should have this mastered before they go lake swimming (ARC, 2010).
Before the children are allowed in the water, the teachers and I must survey the environment and check the weather, check the water for fast-moving currents, look for hazards, such as rocks and debris, and also check for vegetation and animals in the water. Finally, we need to look for sudden drop-offs in the water and observe if there is active boating in the area (ARC, 2010). By taking these precautions, we can be more prepared and help to keep our group of children safe. We checked for physical hazards, we picked a day when the weather conditions were favorable; and we tested the water and are familiar with what is in it and around it. We know what our preschoolers swimming abilities are and we have an adequate adult to child ratio. However, this does not guarantee that an accident will not happen. That is why it is crucial that we have plans and procedures in place.
The children are only to swim in the designated areas and there should be a lifeguard on duty. It is our responsibility as teachers to provide constant active supervision and remain free from distractions (ARC, 2010). We should keep the preschoolers within arm’s reach. All children should wear life jackets at all times while in the water. Seconds count in a drowning emergency and quick response is crucial (ARC, 2010).
Only 6.4 percent of sudden cardiac arrest victims survive because the vast majority of those witnessing the arrest are people who do not know how to perform CPR (ARC, 2010). Teachers and parents can be prepared by taking the Red Cross first aid, CPR, and water safety courses (ARC, 2010). It is important to have the appropriate equipment, such as reaching or throwing equipment, a cell phone, life jackets, and a first aid kit. Remember, no child is ever “drown-proof” or water safe. Learning to swim well takes time. Do not expect that children will learn to swim in one set of lessons or even in one season (ARC, 2010)
Through proper planning, training, and having the appropriate supplies, teachers and parents can help safeguard children from potential danger. In the event of an emergency, know the correct steps to take and always have what you need at hand. While no child can be guaranteed protection from choking or drowning, through fast response and knowledge of what to do, teachers and parents can be prepared for emergencies and can possibly save a child’s life.
References
American Red Cross (2010). Be Red Cross Ready: Swimming Safely in Lakes, Rivers, and Streams. Retrieved June 22, 2010 from, http://www.redcross.org
Hering, B. (2005). How to Make a Difference in 15 minutes: Learn How to Help a Choking Victim. Retrieved June 22, 2010 from, http://charityguide.org/volunteer/fifteen/heimlich-maneuver-choking.htm
Robertson,C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
University of Washington School of Medicine. (1998). Learn CPR: You Can Do It! Retrieved June 22, 2010 from, http://depts.washington.edu/learncpr/
Kim,
You did a great job outlining the steps for emergencies that call for either The Heimlich Maneuver or CPR. If your emergency plan is executed correctly, you shouldn’t have to give direction to other staff members; they would already know what to do. This is why it is so important to be trained for emergencies but also to have well developed plans in place. I can see that you have carefully thought through both scenarios.
You did a great job on your application.
Kimberly Brannon
Walden University
EDUC-1005-2
Professor Eissler
June 23, 2010
Emergency Care for Choking and Drowning Victims
My preschool class and I were outside eating sack lunches when one of the little boys in my class started clutching at his throat. He was choking on his ham sandwich. Because of my first aid training, I knew I had to respond immediately. I have been trained in basic first aid and rescue breathing, also I have been certified in CPR and I get recertified every year (Robertson, 2010, p.179).
I asked him if he could speak, but he could not. I had to take action. I grabbed my cell phone and called 911. Since he was conscious, I stood behind him with my arms around his waist, and I formed a fist with one hand. I placed my fist, thumb side in, between his ribs and waistline (Hering, 2005). I grabbed my fist with my other hand and made sure to keep my arms off of his rib cage. I gave four quick inward and upward thrusts. This procedure is popularly known as “The Heimlich Maneuver.” I repeated this one more time and the ham sandwich piece flew out of his mouth.
When the paramedics arrived, they took him to the hospital so that he could receive a thorough examination by a doctor. I called his parents and told them what happened. They thanked me and agreed to meet me at the hospital. My first aid training had helped to save a young life. I arranged for another teacher to take over my class so that I could go to the hospital. After the incident was over, I filled out a full and detailed report (Robertson, 2010, p. 179). I had already given all the parents of my students a notice of procedures for emergencies, evacuation plans depending on the situation, and our shelter-in-place plan (p.178). The parents have all the telephone numbers to the preschool and I gave all of them my home and cell phone numbers (p. 178). I include the parents one hundred percent in any emergency incident; it is my responsibility and their rights to this information (p.178). I encourage parents to keep a well stocked first aid kit at their home and in their vehicle. Also, I offer them videos that demonstrate first aid and CPR training and provide them with information on other facilities that offer classes. I inform them of the importance of keeping emergency contact information on their refrigerator, or somewhere that is easily visible, and in their cell phones.
Choking kills more than 3,000 people each year, according to the American Red Cross. Time is critical for a choking victim. Without oxygen, the brain begins to die within 4-6 minutes (Hering, 2005). Warning signs to look for in a choking victim are: an inability to talk, troubled or noisy breathing, the inability to cough forcefully, grabbing of the throat, a blue or grayish color to the lips, skin or nails, a look of panic, and loss of consciousness (Hering, 2005).
On another occasion, my preschool class and four other classes went on a field trip to a local lake for swimming and a picnic. We had 4 teachers, 20 parents and 88 students. The preschoolers were instructed not to go out in the water past their waist. One little girl managed to get out of her lifejacket and slipped under the water. The adult closest to her got her to the shore, but she was not breathing. The lifeguard proceeded to lay her on her back and began administering CPR. He began by checking her for unresponsiveness; when she did not respond, he tilted her head back and listened for any breathing (University of Washington School of Medicine, 1998). Then he pinched her nose and covered her mouth with his mouth and began to blow, giving 2 breaths, each breath was one second. This procedure is continued until you see the chest rise (U of W School of Medicine, 1998). She was not breathing yet, so the lifeguard began chest compressions. He used the heel of one hand for the chest compressions. He began to press the sternum approximately one-third the depth of her chest. He continued with 2 breaths and 30 pumps (U of W School of Medicine, 1998). I called 911 as soon as the child was brought ashore. The paramedics were there within 30 minutes. However, because of the fast action of the lifeguard, the child’s life was saved. She began to cough up water shortly after the lifeguard engaged in CPR on her. I covered her in warm blankets and held her in my arms. I called her parents and we agreed to meet at the hospital.
According to the Red Cross, swimming in a natural body of water is different from swimming in a pool (American Red Cross, 2010). Whenever you are around water, take steps to prepare for the unexpected, such as wearing a U.S. Coast Guard-approved life jacket, also known as a personal floatation device (PFD). Teachers must ensure that the jacket fits correctly and are buckled and strapped correctly and that the buckles and straps are in good repair (American Red Cross, 2010). The life jackets should be tested prior to lake swimming in a swimming pool. The children should have this mastered before they go lake swimming (ARC, 2010).
Before the children are allowed in the water, the teachers and I must survey the environment and check the weather, check the water for fast-moving currents, look for hazards, such as rocks and debris, and also check for vegetation and animals in the water. Finally, we need to look for sudden drop-offs in the water and observe if there is active boating in the area (ARC, 2010). By taking these precautions, we can be more prepared and help to keep our group of children safe. We checked for physical hazards, we picked a day when the weather conditions were favorable; and we tested the water and are familiar with what is in it and around it. We know what our preschoolers swimming abilities are and we have an adequate adult to child ratio. However, this does not guarantee that an accident will not happen. That is why it is crucial that we have plans and procedures in place.
The children are only to swim in the designated areas and there should be a lifeguard on duty. It is our responsibility as teachers to provide constant active supervision and remain free from distractions (ARC, 2010). We should keep the preschoolers within arm’s reach. All children should wear life jackets at all times while in the water. Seconds count in a drowning emergency and quick response is crucial (ARC, 2010).
Only 6.4 percent of sudden cardiac arrest victims survive because the vast majority of those witnessing the arrest are people who do not know how to perform CPR (ARC, 2010). Teachers and parents can be prepared by taking the Red Cross first aid, CPR, and water safety courses (ARC, 2010). It is important to have the appropriate equipment, such as reaching or throwing equipment, a cell phone, life jackets, and a first aid kit. Remember, no child is ever “drown-proof” or water safe. Learning to swim well takes time. Do not expect that children will learn to swim in one set of lessons or even in one season (ARC, 2010)
Through proper planning, training, and having the appropriate supplies, teachers and parents can help safeguard children from potential danger. In the event of an emergency, know the correct steps to take and always have what you need at hand. While no child can be guaranteed protection from choking or drowning, through fast response and knowledge of what to do, teachers and parents can be prepared for emergencies and can possibly save a child’s life.
References
American Red Cross (2010). Be Red Cross Ready: Swimming Safely in Lakes, Rivers, and Streams. Retrieved June 22, 2010 from, http://www.redcross.org
Hering, B. (2005). How to Make a Difference in 15 minutes: Learn How to Help a Choking Victim. Retrieved June 22, 2010 from, http://charityguide.org/volunteer/fifteen/heimlich-maneuver-choking.htm
Robertson,C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning
University of Washington School of Medicine. (1998). Learn CPR: You Can Do It! Retrieved June 22, 2010 from, http://depts.washington.edu/learncpr/
Kim,
You did a great job outlining the steps for emergencies that call for either The Heimlich Maneuver or CPR. If your emergency plan is executed correctly, you shouldn’t have to give direction to other staff members; they would already know what to do. This is why it is so important to be trained for emergencies but also to have well developed plans in place. I can see that you have carefully thought through both scenarios.
You did a great job on your application.
Healthy Food and Nutrition
WEEK 4: NUTRITION AND CHILDREN-APPLICATION: BY KIMBERLY BRANNON
Because there are about 13 million children in early childhood education programs before they reach kindergarten, it is important that their nutritional needs are met while they are in the childcare environment (Robertson, 2010, p.214). All teachers should have a basic knowledge of nutrition and should model proper food selection for children. Food and nutrition should be an integral part of the promotion of health (p.214). Adequate nutrition during childhood is necessary to maintain overall health and provide for growth (p.215).
An infant grows faster during the first year than at any other time of her life. The growth and development of an infant is directly related to nutrition (p.295). Babies only need breast milk or formula for the first six months of life. As the infant grows, she will be able to digest solid food (p.295). The first year of life is a time of more rapid growth and development than any other time of life. A baby usually doubles its birth weight within the first four months and triples birth weight by the first birthday (HON Foundation, 2004). For this amazing growth, the infant requires an adequate intake of calories and essential nutrients. Babies need the same nutrients we do: protein, carbohydrates, fat, water, vitamins, and minerals. Over 40 different nutrients are needed for babies’ healthy growth and development (HON Foundation, 2004).
Children at age 1-to-2-years-old are moving from their infant eating habits to a diet more like your own. Parents and childcare providers need to keep broadening toddlers’ palate by introducing new flavors and textures (Keep Kids Healthy, 2000). Food preferences are set early in life, so children need help developing a taste for healthy foods now. Toddlers need milk because it provides calcium and vitamin D, which help build strong bones (Keep Kids Healthy, 2000).
Although growth during the preschool years is slower compared with that of the first 2 years of life, preschool kids still need about 1,200 to 1,600 calories a day-calories that should come from a balanced diet that includes whole grains, lean meat, beans, low-fat milk, fruits, and vegetables (The Nemours Foundation, 1995). Children establish food preferences and dietary habits during the first six years of life. It is essential to introduce a variety of foods to children at an early age. Preschoolers may be “picky eaters” sometimes, however adults should consistently offer a variety of foods to help them overcome the natural tendency to reject new food and lead them to healthy eating habits (Bellows, L., Anderson, J., 2006).
Children of school age need to eat healthy, balanced diets. The needs for most nutrients increase as girls and boys reach puberty because they are growing so quickly and often gain half their final body weight during adolescence (10-18 years). Adolescent boys have high energy needs and that is why they are often hungry and eat large quantities of food (Burgess, A., 2004).
Children who do not get proper nutrition grow slowly, have little energy to play, study, or do physical work, are likely to be anaemic and/or lack vitamin A or iodine. Children who are hungry have short attention spans and do not do as well at school as they should (Burgess, A., 2004).
Overweight and obesity among children and youths are becoming problems in some places, especially urban areas. Children can become overweight when they eat too many fatty and/or sugary foods, and consume too many fizzy drinks, and are not physically active (Burgess, A., 2004). Overweight children could be at risk for cardiovascular problems. Children need good nutrition and regular exercise to be heart healthy (Robertson, 2010, p.227).
Parents can limit television viewing, and computer and video use and encourage their children to play, indoors and outside (p.228). Children need daily exercise, up to at least one hour is recommended. Parents should moderate their children’s intake in energy-dense foods and encourage making healthy food selections along with getting regular physical activity (p.227).
Eating well is vital for a healthy and active life. When children are undernourished and lack nutrients they have less energy for playing and studying. Their immune systems are weak so they become ill easily (Burgess, A., 2004). Children will stop growing and may lose weight. If there is a lack of iron, the mental and physical development of children may be delayed. If there is a lack of vitamin A, children are more likely to become sick because the immune system is damaged. More than half the deaths of children aged 0-5 years are associated with under nutrition (Burgess, A., 2004).
Adults can help children establish good eating habits by serving food “family-style” in bowls and make it colorful and appealing. Children should be allowed to spoon out their food onto their plates (Robertson, 2010, p.308). This allows the children to make choices and actively participate in mealtime activities. Preschoolers are old enough to help prepare meals. This is a good way for the child to engage in preparing food, trying new food, and understanding more about the importance of healthy eating habits (p.308).
Adults can be role models for healthy eating habits. If an adult sits with a child at mealtime and engages the child in conversation while also eating the same foods, this sends a positive message to the child about eating and also how mealtime can be fun and it makes the meal more meaningful for the child (p.308). Also, by allowing children some independence and control over what they eat, they may eat more because they regulate their own intake (p.308).
By teachers modeling good healthy eating habits and encouraging children to eat foods that are nutritious, they may help establish good eating patterns for the children’s future. Mealtime offers genuine opportunities for conversations about food and eating behavior (p.316). Encouraging a child to be involved in food selection, preparation, and mealtime activities will give the child the confidence to make better choices (p.316).
There are many great recipes on the internet that parents can make with their preschooler. Here are 3 of my favorites: Strawberry Shortcake’s Fruit Pizza: Preparation Time: 10 minutes. Serves: 1, Cups of fruits and vegetables per serving: ½
Ingredients: 1 English muffin, 2 tablespoons whipped, fat-free strawberry cream cheese, 1/3 cup strawberries, sliced, ¼ cup red grapes, quartered, ¼ cup canned mandarin oranges, drained. Preparation: Toast the English muffin until golden brown. Spread cream cheese on toasted muffin. Arrange sliced strawberries, grapes, and orange slices on top of the cream cheese. Slice into quarters and you’ll have “yummy fruit pizza”! Each serving provides: An excellent source of vitamins A and C, and a good source of folate and fiber. Nutritional information per serving: calories: 228, total fat: 1.3g, saturated fat: 0g, % of calories from fat: 5%, % calories from saturated fat: o%, protein: 10g, carbohydrates: 46g, cholesterol: 5mg, dietary fiber: 4g, sodium: 374mg. Children should only make this recipe with the help of an adult (Produce for Better Health Foundation, 2006).
Lemon Meringue’s Tuna Salad Wraps: Preparation time: 20 minutes, Serves: 6, Cups of fruits and vegetables per serving: 1, Ingredients: 2 tablespoons lemon juice, 1 teaspoon curry powder, ½ cup low-fat lemon yogurt, 1 12-oz. can solid white tuna in water, drained, 2 cups seedless red grapes, cut in half, 2 stalks celery, diced, 1/3 cup chopped dates, 12 large green or red leaf lettuce leaves, washed and patted dry. Preparation: In a medium bowl, combine first three ingredients, mix well. Stir in remaining ingredients, except for the lettuce. Mix together well. Place about ½ cup of tuna mixture into center of two lettuce leaves and roll up. Garnish with additional red grapes, if desired. Each serving provides: An excellent source of vitamins A and C, and a good source of magnesium, potassium and fiber. Nutritional information per serving: calories: 162, total fat: 2.2g, saturated fat: 0.7g, % of calories from fat: 11%, % calories from saturated fat: 4%, protein: 16g, carbohydrates: 22g, cholesterol: 25mg, dietary fiber: 2g, sodium: 261mg. Children will love this recipe (Produce for Better Health Foundation, 2006).
Orange Blossom’s Orange Frosty: Preparation time: 5 minutes. Servings: 1. Cups of fruits and vegetables per serving: 1. Ingredients: ½ cup fat-free vanilla ice cream, ½ cup orange juice, 1 orange, peeled and frozen, 1 teaspoon orange zest (optional). Preparation: Place all ingredients in blender and enjoy. Each serving provides: An excellent source of vitamin C and a good source of calcium and potassium. Nutritional information per serving: calories: 113, total fat: 0.2g, saturated fat: 0.0g, % of calories from fat: 0%, protein: 3g, carbohydrates: 24g, cholesterol: 0mg, dietary fiber: 2g, sodium: 34mg. Parents must always assist children when preparing these recipes. Together this will be fun and delicious! Preschoolers must always have help from an adult when preparing a dish (Produce for Better Health Foundation, 2006).
Nutrition education is an important tool for the teacher helping parents and children better understand their role in proper nutrition for good health and well-being (Robertson, 2010, p.323). Education helps to break down barriers, provide awareness of the effects of growth and development on feeding habits, and provide strategies to parents who want to make sure their children are getting a healthy start (p.323).
References:
Bellows, L., & Anderson, J. (2006). The food friends: Encouraging Preschoolers to Try New Foods. YC Young Children, 61 (3), 37-39. Retrieved June 29, 2010 from, ProQuest Education Journals. (Document ID: 1038789371).
Burgess, A. (2004). Food and Agriculture Organization of the United Nations: Family Nutrition Guide. Retrieved on June 29, 2010 from, http://www.fao.org
Burgess, A. (2004). Food and Agriculture Organization of the United Nations: Feeding School-Age Children and Youths. Retrieved June 29, 2010 from, http://www.fao.org
HON Foundation. (2004). Mother and Child Glossary: Health on the Net Foundation: Feeding and Nutrition of Your Baby. Retrieved June 29, 2010 from http://www.hon.ch/Dossier/MotherChild/postnatal/feeding.html
Keep Kids Healthy.com. (2000). Feeding Your Newborn. Retrieved June 29, 2010 from, http://www.keepkidshealthy.com/newborn/newbornnutrition.html
Produce for Better Health Foundation. (2006). Fruits and Veggies More Matters: Healthy Cooking with Your Kids: Healthy Strawberry Shortcake Recipes. Retrieved June 30, 2010 from, http://www.fruitsandveggiesmorematters.org
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning.
The Nemours Foundation. (1995). Kids Health: Snacks for Preschoolers. Retrieved on June 30, 2010 from, http://kidshealth.org/parent/nutrition fit/nutrition/preschool snacks.html
Comments and Grade
Kim,
I appreciate your thorough work in comparing the nutritional needs and eating habits of all three age groups.
Thanks for sharing kid-friendly recipes; they look yummy!
You did a great job on this assignment.
Erin Grade 30 points
27–30 points
• Response demonstrates a full understanding and correct use of the concepts and/or strategies as presented in the Learning Resources.
• Response follows directions and includes all components indicated in the instructions. If requested, references are included and properly cited.
• Writing demonstrates mastery of all criteria for high academic literacy standards as indicated in “Writing Across the Curriculum”
24–26 points
Because there are about 13 million children in early childhood education programs before they reach kindergarten, it is important that their nutritional needs are met while they are in the childcare environment (Robertson, 2010, p.214). All teachers should have a basic knowledge of nutrition and should model proper food selection for children. Food and nutrition should be an integral part of the promotion of health (p.214). Adequate nutrition during childhood is necessary to maintain overall health and provide for growth (p.215).
An infant grows faster during the first year than at any other time of her life. The growth and development of an infant is directly related to nutrition (p.295). Babies only need breast milk or formula for the first six months of life. As the infant grows, she will be able to digest solid food (p.295). The first year of life is a time of more rapid growth and development than any other time of life. A baby usually doubles its birth weight within the first four months and triples birth weight by the first birthday (HON Foundation, 2004). For this amazing growth, the infant requires an adequate intake of calories and essential nutrients. Babies need the same nutrients we do: protein, carbohydrates, fat, water, vitamins, and minerals. Over 40 different nutrients are needed for babies’ healthy growth and development (HON Foundation, 2004).
Children at age 1-to-2-years-old are moving from their infant eating habits to a diet more like your own. Parents and childcare providers need to keep broadening toddlers’ palate by introducing new flavors and textures (Keep Kids Healthy, 2000). Food preferences are set early in life, so children need help developing a taste for healthy foods now. Toddlers need milk because it provides calcium and vitamin D, which help build strong bones (Keep Kids Healthy, 2000).
Although growth during the preschool years is slower compared with that of the first 2 years of life, preschool kids still need about 1,200 to 1,600 calories a day-calories that should come from a balanced diet that includes whole grains, lean meat, beans, low-fat milk, fruits, and vegetables (The Nemours Foundation, 1995). Children establish food preferences and dietary habits during the first six years of life. It is essential to introduce a variety of foods to children at an early age. Preschoolers may be “picky eaters” sometimes, however adults should consistently offer a variety of foods to help them overcome the natural tendency to reject new food and lead them to healthy eating habits (Bellows, L., Anderson, J., 2006).
Children of school age need to eat healthy, balanced diets. The needs for most nutrients increase as girls and boys reach puberty because they are growing so quickly and often gain half their final body weight during adolescence (10-18 years). Adolescent boys have high energy needs and that is why they are often hungry and eat large quantities of food (Burgess, A., 2004).
Children who do not get proper nutrition grow slowly, have little energy to play, study, or do physical work, are likely to be anaemic and/or lack vitamin A or iodine. Children who are hungry have short attention spans and do not do as well at school as they should (Burgess, A., 2004).
Overweight and obesity among children and youths are becoming problems in some places, especially urban areas. Children can become overweight when they eat too many fatty and/or sugary foods, and consume too many fizzy drinks, and are not physically active (Burgess, A., 2004). Overweight children could be at risk for cardiovascular problems. Children need good nutrition and regular exercise to be heart healthy (Robertson, 2010, p.227).
Parents can limit television viewing, and computer and video use and encourage their children to play, indoors and outside (p.228). Children need daily exercise, up to at least one hour is recommended. Parents should moderate their children’s intake in energy-dense foods and encourage making healthy food selections along with getting regular physical activity (p.227).
Eating well is vital for a healthy and active life. When children are undernourished and lack nutrients they have less energy for playing and studying. Their immune systems are weak so they become ill easily (Burgess, A., 2004). Children will stop growing and may lose weight. If there is a lack of iron, the mental and physical development of children may be delayed. If there is a lack of vitamin A, children are more likely to become sick because the immune system is damaged. More than half the deaths of children aged 0-5 years are associated with under nutrition (Burgess, A., 2004).
Adults can help children establish good eating habits by serving food “family-style” in bowls and make it colorful and appealing. Children should be allowed to spoon out their food onto their plates (Robertson, 2010, p.308). This allows the children to make choices and actively participate in mealtime activities. Preschoolers are old enough to help prepare meals. This is a good way for the child to engage in preparing food, trying new food, and understanding more about the importance of healthy eating habits (p.308).
Adults can be role models for healthy eating habits. If an adult sits with a child at mealtime and engages the child in conversation while also eating the same foods, this sends a positive message to the child about eating and also how mealtime can be fun and it makes the meal more meaningful for the child (p.308). Also, by allowing children some independence and control over what they eat, they may eat more because they regulate their own intake (p.308).
By teachers modeling good healthy eating habits and encouraging children to eat foods that are nutritious, they may help establish good eating patterns for the children’s future. Mealtime offers genuine opportunities for conversations about food and eating behavior (p.316). Encouraging a child to be involved in food selection, preparation, and mealtime activities will give the child the confidence to make better choices (p.316).
There are many great recipes on the internet that parents can make with their preschooler. Here are 3 of my favorites: Strawberry Shortcake’s Fruit Pizza: Preparation Time: 10 minutes. Serves: 1, Cups of fruits and vegetables per serving: ½
Ingredients: 1 English muffin, 2 tablespoons whipped, fat-free strawberry cream cheese, 1/3 cup strawberries, sliced, ¼ cup red grapes, quartered, ¼ cup canned mandarin oranges, drained. Preparation: Toast the English muffin until golden brown. Spread cream cheese on toasted muffin. Arrange sliced strawberries, grapes, and orange slices on top of the cream cheese. Slice into quarters and you’ll have “yummy fruit pizza”! Each serving provides: An excellent source of vitamins A and C, and a good source of folate and fiber. Nutritional information per serving: calories: 228, total fat: 1.3g, saturated fat: 0g, % of calories from fat: 5%, % calories from saturated fat: o%, protein: 10g, carbohydrates: 46g, cholesterol: 5mg, dietary fiber: 4g, sodium: 374mg. Children should only make this recipe with the help of an adult (Produce for Better Health Foundation, 2006).
Lemon Meringue’s Tuna Salad Wraps: Preparation time: 20 minutes, Serves: 6, Cups of fruits and vegetables per serving: 1, Ingredients: 2 tablespoons lemon juice, 1 teaspoon curry powder, ½ cup low-fat lemon yogurt, 1 12-oz. can solid white tuna in water, drained, 2 cups seedless red grapes, cut in half, 2 stalks celery, diced, 1/3 cup chopped dates, 12 large green or red leaf lettuce leaves, washed and patted dry. Preparation: In a medium bowl, combine first three ingredients, mix well. Stir in remaining ingredients, except for the lettuce. Mix together well. Place about ½ cup of tuna mixture into center of two lettuce leaves and roll up. Garnish with additional red grapes, if desired. Each serving provides: An excellent source of vitamins A and C, and a good source of magnesium, potassium and fiber. Nutritional information per serving: calories: 162, total fat: 2.2g, saturated fat: 0.7g, % of calories from fat: 11%, % calories from saturated fat: 4%, protein: 16g, carbohydrates: 22g, cholesterol: 25mg, dietary fiber: 2g, sodium: 261mg. Children will love this recipe (Produce for Better Health Foundation, 2006).
Orange Blossom’s Orange Frosty: Preparation time: 5 minutes. Servings: 1. Cups of fruits and vegetables per serving: 1. Ingredients: ½ cup fat-free vanilla ice cream, ½ cup orange juice, 1 orange, peeled and frozen, 1 teaspoon orange zest (optional). Preparation: Place all ingredients in blender and enjoy. Each serving provides: An excellent source of vitamin C and a good source of calcium and potassium. Nutritional information per serving: calories: 113, total fat: 0.2g, saturated fat: 0.0g, % of calories from fat: 0%, protein: 3g, carbohydrates: 24g, cholesterol: 0mg, dietary fiber: 2g, sodium: 34mg. Parents must always assist children when preparing these recipes. Together this will be fun and delicious! Preschoolers must always have help from an adult when preparing a dish (Produce for Better Health Foundation, 2006).
Nutrition education is an important tool for the teacher helping parents and children better understand their role in proper nutrition for good health and well-being (Robertson, 2010, p.323). Education helps to break down barriers, provide awareness of the effects of growth and development on feeding habits, and provide strategies to parents who want to make sure their children are getting a healthy start (p.323).
References:
Bellows, L., & Anderson, J. (2006). The food friends: Encouraging Preschoolers to Try New Foods. YC Young Children, 61 (3), 37-39. Retrieved June 29, 2010 from, ProQuest Education Journals. (Document ID: 1038789371).
Burgess, A. (2004). Food and Agriculture Organization of the United Nations: Family Nutrition Guide. Retrieved on June 29, 2010 from, http://www.fao.org
Burgess, A. (2004). Food and Agriculture Organization of the United Nations: Feeding School-Age Children and Youths. Retrieved June 29, 2010 from, http://www.fao.org
HON Foundation. (2004). Mother and Child Glossary: Health on the Net Foundation: Feeding and Nutrition of Your Baby. Retrieved June 29, 2010 from http://www.hon.ch/Dossier/MotherChild/postnatal/feeding.html
Keep Kids Healthy.com. (2000). Feeding Your Newborn. Retrieved June 29, 2010 from, http://www.keepkidshealthy.com/newborn/newbornnutrition.html
Produce for Better Health Foundation. (2006). Fruits and Veggies More Matters: Healthy Cooking with Your Kids: Healthy Strawberry Shortcake Recipes. Retrieved June 30, 2010 from, http://www.fruitsandveggiesmorematters.org
Robertson, C. (2010, 2007). Safety, Nutrition, and Health in Early Education (4th ed.). Belmont, CA: Wadsworth Cengage Learning.
The Nemours Foundation. (1995). Kids Health: Snacks for Preschoolers. Retrieved on June 30, 2010 from, http://kidshealth.org/parent/nutrition fit/nutrition/preschool snacks.html
Comments and Grade
Kim,
I appreciate your thorough work in comparing the nutritional needs and eating habits of all three age groups.
Thanks for sharing kid-friendly recipes; they look yummy!
You did a great job on this assignment.
Erin Grade 30 points
27–30 points
• Response demonstrates a full understanding and correct use of the concepts and/or strategies as presented in the Learning Resources.
• Response follows directions and includes all components indicated in the instructions. If requested, references are included and properly cited.
• Writing demonstrates mastery of all criteria for high academic literacy standards as indicated in “Writing Across the Curriculum”
24–26 points
Tuesday, July 6, 2010
My New Blog
Hello Fellow Bloggers, I am new to blogging. I am excited to begin. Looking for Walden U students to blog with me.
Subscribe to:
Posts (Atom)