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
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