Importance of physical activities to children

Explain what can happen when children do not engage in healthy fitness activities. Be sure to consider the impact on children of being overweight or obese, including implications for health and self-esteem.

            Taking part in physical activity provides a lot of benefits to children and adolescents. It has been found that engaging in regular physical activity helps children to develop their health and well-being in addition to reducing their chances of developing diseases such as osteoporosis, diabetes, blood pressure or heart diseases. Similarly, studies have found that children who do not actively engage themselves in healthy fitness activities are highly likely to become overweight, have weak bones and muscles, develop type 2 diabetes, and have lower blood pressure and high blood cholesterol levels (Robertson, 2012).

            Children who do not engage in healthy fitness activities have high risks of socio-emotional problems such as increased incidences of anxiety and depression, and low self-esteem as a result of being overweight. Studies show that children to do not engaging in healthy fitness activities are less likely to block distract themselves from negative thoughts and worries, which contributes to low self esteem and not easily socializing with others (Robertson, 2012).

Indicate how adults can help children develop good fitness habits. Describe at least two activities, such as specific games or movements, which are appropriate and enjoyable for children of this age. At least one of the activities should involve gross-motor (locomotor) skills, and another should involve fine-motor (manipulative) skills. Remember, the activities you recommend should be developmentally appropriate, which includes noncompetitive.

            There are various ways that adults can assist their children to develop good fitness habits. They can increase daily fitness activities by making various changes in their children’s daily routine. For example, they can teach children to walk or cycle instead of using the car to school, getting off a bus, train or tram earlier and walking the rest of the distance home. Adults should limit the time children spend watching television and take breaks to play or move around. Parents can also schedule weekend play days where a child’s friends visit to play outdoor games such as kicking a ball, playing game of tag, throwing and catching a ball or skipping a rope. Parents can help children develop healthy fitness activities by giving children fitness-oriented gifts such as hula-hoop or mini-trampoline, which encourage movement. Parents can encourage fitness in children by making domestic chores fun. Singing silly songs and making funny faces and movements with children when washing dishes or cleaning the house are some the ways to encourage fitness and making chores fun. Parents can finally encourage healthy fitness activities and lifestyle by being role model of fitness such as following a structured fitness program. This will inspire and encourage children to do the same (Robertson, 2012).

Based on your readings, include at least one inspirational, thought-provoking quote that captures your attitude and/or philosophy about fostering children's healthy growth and development.

Physical fitness is not only one of the most important keys to a healthy body; it is the basis of dynamic and creative intellectual activity. – John F. Kennedy

Lack of activity destroys the good condition of every human being, while movement and methodical physical exercise save it and preserve it. – Plato

For your fact sheet, draw on the information in the fitness articles from this week's Required Resources and your own research to provide evidence about the positive impact that physical activity has on children's health, both now and in the future. 

            According to Robertson (2012), health and well-being and physical activities should comprise the daily routine of children.  Research shows that obesity has the capacity to compromise the immune system and ability to fight infections and disease among children who do not engage in healthy fitness activities. However, it is easy o avoid obesity than correcting it (Robertson, 2012). Building blocks activities help children to develop competence in their movement skills (NAEYC, 2006). It is important to ensure that preschoolers have at least 60 minutes of unstructured healthy fitness activities daily and not sitting for more than one hour without engaging in a physical activity (CYFERnet, 2013).  It is important that preschoolers have indoor and outdoor space that meet or pass the required safety standard to allow children engage in gross and fine motor skill activities (NAEYC, 2006).

References

CYFERnet (2013). Keeping kids active in the winter months. Retrieved             from http://www1.cyfernet.org/hotnew/01-12-activekids.html

National Association for the Education of Young Children. (2006, May). Resources for    encouraging good nutrition and physical fitness. Beyond the Journal: Young Children on        the Web. Retrieved fromhttp://www.naeyc.org/files/yc/file/200605/ResourcesBTJ.pdf

Robertson, C. (2012). Safety, nutrition, and health in early education (5th ed.). Belmont, CA:             Wadsworth/Cengage Learning.   

Food and nutrition in early childhood development

There are various dangers that children who experience hunger and malnutrition are vulnerable, which can affect their development and well-being. According to Robertson (2001) hunger and malnutrition can lead to stunting or impaired brain function especially to children who were born by mothers that did not have the required balanced diet during pregnancy.  Poor nutrition and hunger can lead to memory and learning deficits, lower academic achievement and behavioral challenges among children and adolescence. Hunger and malnutrition can affect productivity, fetal development, slow thinking, stunted growth and susceptibility to food and nutrition related illness. Robertson (2012) notes that children may suffer from hunger or malnutrition because of  parents who may have no time, knowledge about food and nutrition or capacity to prepare meal that contain all the required nutrients in a child’s meal (Robertson, 2012).

            There are different ways that can be used to help preschoolers become more physically fit and active, which will help them in promoting their motor skill competence. The move-it groove-it breaks after classroom activities encourages these preschoolers to engage in physical activities that can make them become active. In this method, children move and groove along to fun music in a variety of movements. A timer can be set to remind preschoolers after every academic activity that it is time to move again. The “Pump those muscles” activity is another strategy that preschool teachers can use to help these children become more physically fit and active. In this activity, the teacher fills 2-liter plastic bottles with sand, beans or rice to make dumbbells. The preschoolers are asked to hold the dumbbells with both hands and push them above their heads as “pushing to the sky”. The children can also be asked to perform the “around the world” abdominal activity by holding the dumbbells to their chest, stand with their legs shoulder-width apart; and then turn while twisting from side to side. A preschool teacher can help preschoolers become physically fit through literacy activities such as “animals in the rain forest” activities whereby he or she reads a rain forest book, describes the animals and asks the children to imitate the movements or actions of the animals. For example asking the children to imitate a monkey by jumping around on their hands and feet or a tree by standing with their hands above their heads and swaying. Adults who work with preschool children can assist them become physically fit by offering appropriate motor skill development equipment and developing structured physical activity schedules after every academic activity daily. Preschool teachers can also acquire great resources on helping preschool children become physically fit and active from public libraries that offer motor skills development CDs, DVDs and book or through online journals (Goodway & Robinson, 2006).

            Peanut allergy is identified as the most common food allergy among children. It can cause severe allergic reaction that can be life threatening although studies claim that about 20 per cent of children having peanut allergy outgrow this allergy. Peanut allergy reaction can be caused by casual contact with peanut like touching individual peanut or peanut butter. This contact becomes serious when the peanut eventually comes in contact with the mouth, eyes, or nose when a child with peanut allergy having peanut on his or her finger touches these parts. Peanut allergies in children can affect everyone in a childhood development setting and at home because allergic reactions can be severe and life threatening if appropriate care to eliminate reaction causes is not provided in the setting such as not allowing peanut or its products in the environment. Several ways can be used to avoid these allergic situations including creation of awareness in early childhood development environments to avoid accidental contact with peanut, early childhood development professionals developing a plan of action for preventing exposure and managing peanut allergy reactions, and informing everyone in an early childhood development environment the names of children who are allergic to peanut and what they need to do to avoid them being exposed to peanut or its products.. These situations can be used to provide positive learning opportunities by encouraging parents and children to read the food labels and avoid buying products containing peanut, educating children on the importance of washing their hands after eating peanut to avoid children with peanut allergy coming into contact with it (Robertson, 2012).

  

Reference

Goodway, J. D. & Robinson, L.E. (2006). Skiping towards an active start: Promoting physical      activity in preschoolers. Accessed on April 2^nd 2014 from          http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf  

Robertson, C. (2012). Safety, Nutrition and Health in Early Education. Wadsworth Pub Co.  

Nutrition and children's developmental needs

Studies have revealed that educational programs that provide breakfast or lunch to children can have a positive impact on these children’s health and well-being. However, these programs are also likely to fall short in nutritional requirements in the food they serve to children (Robertson, 2012).  Robertson (2012) states that planning for menu starts with developing a foundation and eliminating background influences and obstacles that hinder access to healthy food options.

How you would make food selections that value and respect children's cultural backgrounds.

            When selecting food that values and respect the cultural background of children in the program I will first conduct a research about the various dietary practices of different cultures that the children in my program represent. I will seek the assistance of the parents to identify the religious or cultural practices associated with food selection and preparation (Robertson, 2012).

How you would balance children's preferences with any special needs or preferences of others.

            There are several ways that the preferences of children with special needs such as food allergies, physical disabilities that affect digestive process or special nutrients needs can be balanced with those of others in the program. I will work with closely with the parents to have a detailed special feeding or nutrition history, and involve them in developing a nutrition menu diary that accommodate all the special needs and preferences (Robertson, 2012).

Essential information you would share with families about your philosophy of healthy snacking.

            Children need various nutrients such as proteins, carbohydrates, minerals and vitamins to have a strong immune system and grow healthy. These nutrients can be provided in a balanced healthy diet composed of each food group. Studies have shown that most children are low in these important nutrients, which including magnesium, potassium, phosphorus, iron, fiber, and vitamins. The best way parents can ensure that children grow healthy is to teach them about healthy serving sizes.  Serving refer to measured amount of a food from any food group. This knowledge will help children to make healthier choices when eating at school or choosing food from a fast food menu (Dietz & Stern, 2011).   

  

Reference

Dietz, W. H., & Stern, L. (2011). Nutrition: What Every Parent Needs to Know. New York:          American Academy of Pediatrics.

Robertson, C. (2012). Safety, Nutrition and Health in Early Education. Wadsworth Pub Co.

Healthy food and nutrition

Summarize why good nutrition and eating habits are so important to children in each age group. Cite evidence from Chapter 6 in your text and/or other resources to support your claims.

            Good nutrition and eating habits are very important to children of all ages because of various reasons. Children require good nutrition and eating habits to effectively grow physically, mentally and emotionally. Importance of proper food and nutrition in children starts as soon as a child is born to assist them to fully develop all their developmental domains in all their early childhood development stages. As part of their development lifestyle, children need their parents to provide for them the proper nutrients with reference to their age. Parents play a crucial role in determining the food that their children eat. To reduce the effect of poor nutrition in children, parents need to monitor the eating habits of their children to ensure that the foods that these children eat are healthy and balanced to support their childhood development (Robertson, 2012).

            The importance of monitoring nutrition and eating habits in children is from the fact that obstacles to god nutrition among children such as peer pressure, school programs like providing soda or candy vending machine to raise revenue for a school, economic and socio-cultural factors contribute to poor nutrition, which can lead to various poor nutrition health effects like obesity, bones and teeth problems, anemia, or diabetes among others as a result of unbalanced poor diets. These obstacles have made various state agencies to initiate programs that seek to help parents ensure that their children have the required food to make them grow into healthy individuals (Robertson, 2012).

Refer to Chapter 8 in your course text and explain why adults should actively help children develop healthy eating habits and at least two ways this can be accomplished.

            Parents have an important role to ensure that their children develop healthy eating habits. Children develop nutrition related habits by looking at adults and copying what they see. It is important that parents act as role models in their eating habits including using food to express autonomy and control. Children follow when they see their parents or an adult eating unhealthy food. Parents or adults should commit themselves to eating and living healthy a way to assist children in developing healthy eating habits.  Parents can assist their children develop healthy eating habits by training them on how to exercise healthy eating habits when using food to demonstrate autonomy and control. Having regular family meeting to discuss healthy food habits and nutrition is an effective way to educate children on the importance of healthy habits and the effects of poor nutrition (Robertson, 2012).

Provide three nutritious recipes that family members can prepare with preschoolers and explain the nutritional value of each. Offer strategies and suggestions to make cooking together an enjoyable learning experience for children.

            The following are some of the nutritious recipes that family members can easily prepare with their children to train and educate them on healthy eating habits and balancing nutrients.

       I.            Sweet potato and black bean salad

Preparation and cooking: 16 minutes

What is needed:

·         2 medium sweet potatoes, peeled and cut into ½-inch chunks

·         Juice and zest of 2 limes

·         ½ teaspoon salt

·         ½ teaspoon black pepper

·         1 teaspoon honey

·         2 tablespoons canola oil

·         ½ of one chipotle in adobo sauce, finely chopped (optional)

·         2 scallions, finely chopped

·         ½ cup corn

·         1 (15 oz.) can of black beans, rinsed and drained

·         ¼ cup cilantro, finely chopped

Supplies and equipment required:

·         Measuring cups and spoons

·         Knife for chopping (ask an adult for help)

·         Medium saucepan

·         Large bowl

 Procedure:

1.      Place the potatoes in the medium saucepan then cover with cold water.

2.      Bring to a boil and cook for about 6 minutes until they are just tender, but do not overcook.

3.      Drain and allow it to cool.

4.      As the potatoes are cooking, make dressing. In a large bowl, mix together lime juice, honey, zest, pepper, canola oil, honey, chipotle and salt.

5.      Add the cooled potatoes, beans, cilantro and scallions. Toss gently.

6.      Serve at room temperature or refrigerate.

            This meal can be served to at least four to six pe0ple. The nutrients include: calories 240, calories from fat 60, Vitamin A 180%, Vitamin C 25%, Calcium 4% and Iron 15% (Kid Health.org, n.d).

    II.            Cream cheesy cucumber sandwich

Preparation time: 5 – 10 minutes

What is needed:

·         ¾ cup light cream cheese, which is slightly softened

·         half a large cucumber, which is thinly sliced

·         8 slices of whole-wheat bread

Supplies and equipment required:

·         Cutting board

·         Large knife

·         Plastic wrap (optional)

Procedure:

1.      Spread every slice of bread with cream cheese.

2.      Place about 4 cucumber slices on 4 of the slices of bread and top with remaining bread slices.

3.      Cut into quarters and serve immediately or wrap the sandwiches to save them for later meals.

At least four people can be served after this food is ready. It contains calories 250, calories from fat 90, Vitamin A 15%, Vitamin C 4%, Calcium 10% and Iron 10% (Kid Health.org, n.d).

 III.            Roast beef wrap

Preparation time: 5 minutes

What us needed:

·         ¼ cup light mayonnaise

·         ¼ cup fat-free Greek-style plain yogurt

·         ¼ teaspoon salt

·         ¼ teaspoon black pepper

·         ¼ teaspoon horseradish sauce

·         2 large romaine leaves, cut in half

·         8 slices of leftover lean roast beef, thinly sliced

·         1 small tomato, thinly sliced

·         4 (8-inch) whole-wheat wraps

Supplies and equipment required:

·         Food processor

Procedure:

1.      Place Greek yogurt, mayonnaise, pepper, horseradish and salt into a food processor.

2.      Pulse for about 10 minutes until well combined.

3.      On a flat surface, lay the wraps.

4.      Top each wrap with a piece of lettuce, 2 slices of roast beef and some tomato.

5.      Drizzle some dressing over the veggies and beef.

6.      Roll each wrap up and serve immediately or wrap in a foil for later.

            This food can be served to at least 4 people. It contains calories 170, calories from fat 60, Vitamin A 6%, Vitamin C 10%, Calcium 2% and Iron 8% (Kid Health.org, n.d).

             Cooking together can be made an exciting experience when parents involve their children when buying the food at the local market. Assigning the children various task when preparing the food makes it fun as children learn about quantity and quality and nutritional values of different foods (Robertson, 2012).

Reference

Kids Health.org. (n.d). Recipes and cooking. Accessed on March 24, 2014 from

             http://kidshealth.org/kid/recipes/    

Robertson, C. (2012). Safety, Nutrition and Health in Early Education. Wadsworth Pub Co.  

Effects of poor nutrition

Drawing on your Learning Resources this week, briefly explain at least three ways in which poor nutrition puts children's health at risk. Then select three of the following nutritional factors: proteins, carbohydrates, fats, water, or any of the specific vitamins or minerals described in your text in Section 6.4. Explain how each of the factors you chose affects children's health and development.

            There are various ways that poor nutrition puts children at health risk. A child with poor nutrition can develop obesity that can lead to breathing problems, high blood pressure, and diabetes that can last into a child’s adulthood. Poor nutrition in children can cause dental health problems. Dental problems are caused by the amount of sugar contained in junk foods that children eat that, which feeds the bacteria that cause cavities. Children with poor nutrition especially deficiency of proteins or calcium are highly likely to have weak or stunted growth and rickets respectively (Robertson, 2012).

            Calcium is an important that helps children’s bones and teeth. When children lack calcium in their diet, they can have problems with their bones, teeth. Calcium deficiency can cause problems in nerve transmission or function associated with muscle contraction and relaxation. Phosphorus is another mineral that is important in children’s diets. Lack of phosphorus affects children’s teeth, bones and affects the transportation of fat in the body. Iron is an important mineral that children require to boost their immune system to help in the fight of diseases. Deficiency of iron in a child’s diet can lead to various health problems such as anemia and fatigue (Robertson, 2012). 

Review pages 304–310 in your text on food as an issue of control, especially Table 8-7. Identify at least three ways in which food can be used by toddlers and/or adults as a means of exerting autonomy or control. How could you avoid the negative aspects of each of these kinds of control if you were working with young children and their families?    

            Toddlers and adults can use food as a way of exerting control or autonomy. Toddlers exercise autonomy by helping their parents to select food to be prepared for breakfast, lunch or supper. Adults use food to exercise control and autonomy by selecting food to be prepared for the family’s meals, or deciding the option of buying fast foods or packaged foods as a meal for the family (Robertson, 2012). I could help children and their families to avoid the negative aspects of using food to exert autonomy and control by encouraging the development and following of a healthy diet schedule focused on the amount of calories in a diet that families can use to guide them when purchasing foods to prepare as meals at home.

Consider this scenario: You are currently working with 5-year-olds in a program that serves breakfast and snacks but not lunches. You have noticed that several children in your group have been bringing foods in their lunches that are mostly empty calories. You send reminder notes home to families, but they occasionally forget. Review the strategies discussed in Sections 8.3 through 8.5 and describe what you might do to ensure that the children with whom you work get a more balanced diet at lunch. Include some suggestions or activities you could offer to the families you work with to encourage them to choose foods more wisely.

            Suppose I was working with 5-year-old children who bring food that is mostly comprised of calories, I could address this poor nutrition problem by ensuring that the breakfast and snacks that are served in the program provide the nutrients, vitamins and minerals that are lacking in the food containing mostly empty calories the children bring. I can organize for a parent’s day at the program to learn about food and nutrition in children. Another strategy that I can use to ensure that parents pack for their children a balanced diet is to develop and give a take-home pamphlet with direction for the parents to stick it at the kitchen. I will also develop stickers to stick on the children’s food pack, which shows the various food nutrients that are important in a child’s diet.

Reference

Robertson, Cathie. (2012). Safety, Nutrition and Health in Early Education. Wadsworth Pub Co.

Obstacles to good nutrition

Although education about good nutrition is very important, there are various factors that contribute to the obstacle of achieving good nutrition. Among the obstacles of good nutrition include peer pressure and school programs. Many young children find it hard to change their eating habits because of the pressure they receive from their peers. Peer influence make s a child view the unhealthy foods and foods that bring comfort and that by eating what they want gives them control or power at the school environment (Robertson, 2012). School program is another obstacle that contributes to unhealthy nutrition among young children at school. The lack of an adequate nutrition education in learning curriculum contribute to children not being aware of origin of foods or their disease causing properties in them (Williams & Roth, 1997). Teachers conduct in relation to nutrition is an obstacle to good nutrition among children. Serving pizza, soda, or ice cream in class during special events or school parties teaches shows children that it is fine to have these unhealthy foods. School programs such as providing soda or candy vending machine to raise revenue for a school is another school program obstacle that hinders good nutrition among young children (Endres, Rockwell & Mense, 2004).

There are various cultural, socioeconomic and political factors that lead to these obstacles of good nutrition in children. Nutrition habits are closely tied to an individual’s social and cultural practices. For example, when young children see television commercials for high fat or sugary cereals foods, they pressure their parents to purchase them (Robertson, 2012). This factor is tied to social and cultural practices of families who are accustomed to purchasing and making food rich in sugar, salt or fat, which makes them unlikely to change this habit even when they know these foods are unhealthy (Coulston & Boushey, 2008).  According to Endres, Rockwell & Mense (2004), economical pressure can affect the quality and quantity of food that children eat as parents have to budget between various family expenses such as rent, school, medical care and food, which in many cases food becomes the flexible item in a family budget. Political aspects such as funding for supplemental food and nutrition programs have a significant effect on nutrition to low-income families, which ensure that families can afford nutritious food diets for their young children (Endres, Rockwell & Mense, 2004).

Early childhood advocates or professionals can help in offsetting these obstacles to good nutrition among children in various ways. They can involve children in food evaluation and change programs to assist in identifying the healthy foods that they like, and helping them to change their eating habits by creating incentives in these foods such as lowering prices of these healthy foods in the school cafeteria (Coulston & Boushey, 2008). Early childhood advocates or professionals can help change eating habits in young children through the use of health-oriented posters or take-home posters to develop good nutrition awareness in children and their families (Endres, Rockwell & Mense, 2004). Early childhood advocates and professionals can effectively assist in offsetting good nutrition obstacles by personally setting good eating habits example in children under their care such as avoiding to serve unhealthy foods in front of the children and encouraging eating healthy foods (Robertson, 2012).

  

Reference

Coulston, A. M., & Boushey, C. (2008). Nutrition in the prevention and treatment of disease.         Amsterdam: Academic Press.  

Endres, J. B., Rockwell, R. E., & Mense, C. G. (2004). Food, nutrition, and the young child.         Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.

Robertson, C. (2012). Safety, Nutrition and Health in Early Education. Wadsworth Pub Co. 

Williams, S. R., & Roth, S. L. (1997). Nutrition and diet therapy. St. Louis: Mosby.