Physical Fitness

Physical Fitness

            Physical fitness is so important to young children. Young children should participate in physical fitness at least 60 minutes each day (Robertson, 2010). By participating in physical fitness, young children will reduce the risk of becoming overweight, reduce blood pressure, lower the risk of diabetes, and help to maintain a sense of well-being (American Heart Association, 2012). Additionally, the positive impact of engaging in physical activity as a child will carry on into adulthood. This will have an affect on the future health and well being of the child.

            Preschool children are learning many developmental skills at this stage of development. Locomotor skills such as running, jumping, and skipping are important motor skills learned during the early years and are used throughout life (Goodway & Robinson, 2006). Physical activities during the preschool years will help to develop the vital locomotor skills. In addition to locomotor skills, young children are developing manipulative skills. Manipulative skills are skills that use the hands or feet to move objects (Goodway & Robinson, 2006). When children play with balls to throw or kick, they are gaining manipulative skills. Finally, young children are also developing fine motor skills. Fine motor skills use the fingers and hands. Activities include writing, drawing, and cutting. Fine motor skills are developed using physical fitness by learning to control the small muscles in the hands.

When Children Do Not Engage in Physical Fitness

Children who do not engage in physical fitness can suffer from obesity, health and social problems. Children who are not physically active are more likely to become adults who are sedentary.  Implications from obesity include health problems such as high blood pressure, type 2 diabetes, joint problems, sleep apnea, and shortness of breath (Kids Health, 2012). In addition, children who are overweight are more likely to experience social problems than their peers. Children who regularly participate in exercise have a better sense of self-esteem and better look on life (Kid’s Health, 2012). The reason for having a better outlook on life is the endorphins the brain releases when you exercise. Endorphins are a chemical known to help with better moods (Kid’s Health, 2012).

Adults Can Help

Adults are fundamental factors in helping children develop good fitness habits. Parents should encourage fitness and movement from the infant stage and continue on throughout childhood. Children need to see parents make exercise a priority and this will help to instill good fitness habits in the child. Additionally, parents need to play with children. Play is great exercise.

Early childhood professionals are also important in instilling good fitness habits in children. Childhood professionals should be able to provide a safe place for young children to be active on a daily basis. Planning and implementing a daily schedule that includes the recommended amount of physical fitness is a way to ensure all children have the opportunity to get moving (Robertson, 2010).

Fun Fitness Activities

A fun way to incorporate physical fitness into the preschool classroom is dance. This activity will help to build gross motor skills and coordination. To get started, a CD player with a CD and an open area are needed. Simple dances such as I’m a Little Teapot or The Wheels on the Bus will encourage dancing and uses language skills as the children sing (Holecko, 2012).

To help children develop fine motor skills, modeling clay or play dough activities are very effective. When children are rolling and shaping the clay, the muscles in the hands and fingers are strengthened. This will help the child to be able to use writing tools and to perform more difficult tasks as fine motor development progresses (Buxamusa & Mahoney, 2012).

Inspirational Quote

            My attitude about fostering children’s healthy growth and development is that I wish to be able to help each child in my care to grow to his or her fullest potential. I hope to have a positive affect by encouraging healthy nutrition and physical fitness. I hope the tools I give to children now will carry on with them throughout their lives and help them to live a long and healthy life. I love working with families and the community to give each child the opportunity to succeed. My personal quote that I draw inspiration from an African proverb, it takes a village to raise a child.

References

Buxamusa, L. & Mahoney, A. (2010). Activities with fine motor manipulative. Retrieved from http://www.education.com/reference/article/Ref_Ready_Fine_Motor/?page=2

Holecko, C. (2012). Physical activities to build your preschooler’s gross motor skills. Retrieved from http://familyfitness.about.com/od/preschoolers/a/grossmotorskill.htm

Goodway, J. D., & Robinson, L. E. (2006, March). SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children on the Web. Retrieved from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

Kid’s Health. (2012). Kids and exercise. Retrieved from http://kidshealth.org/parent/nutrition_center/staying_fit/exercise.html#cat20740

Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.). Belmont, CA: Wadsworth/Cengage Learning.

Healthy Food and Nutrition

Healthy Food and Nutrition

Good nutrition and healthy foods are so important to children in all age groups. Children are growing and their bodies need adequate nutritional to support this growth. Adults are responsible for providing good nutrition to children and to teach them healthy eating habits. Teachers and parents should role model healthy eating habits to young children. This will help children to learn to make nutritionally sound food choices (Robertson, 2010).

Good Nutrition and Eating Habits

Children need good nutrition from the beginning of life. Infants rely on breast milk or formula for all nutrition until they reach 4 months of age (Robertson, 2010). This milk provides needed carbohydrates and fats to the infant, which gives energy to the growing baby.  As the infant grows, iron-rich cereals are introduced followed by various baby foods. By starting the baby with different foods, healthy eating habits are established at an early age.

When the child is a toddler he or she will not be consuming formula or breast milk and will have to obtain proper nutrition from a variety of foods. These foods should include servings of grains, vegetables, fruits, milk, and meat and beans. Foods should be cut into bite-size pieces to avoid choking. Toddlers should drink whole-fat milk to reach the dietary fat needed for brain development and healthy growth (Robertson, 2010). In addition, toddlers should eat iron-rich foods to prevent an iron deficiency. Iron deficiency can cause fatigue and anemia (Robertson, 2010).  A few iron-rich foods are red meats, green leafy vegetables, and dried fruits.

Preschool children are very active as they learn and explore the world around them. Teachers and early childhood professionals should ensure that these children are receiving the proper nutrition. This age group is becoming more social and is will to try foods that he or she may see a peer eating (Robertson, 2010). Preschoolers also have a better understanding of being hungry or feeling full. This self-regulation is a life skill the child needs to develop to live a long, healthy life.

Helping Children Develop Healthy Eating Habits

Adults should actively help children to develop healthy eating habits. In helping young children develop healthy eating habits, adults are assisting in the development of life-long healthy eating. By teaching children nutrition education, parents or caregivers are assisting the child in understand his or her personal role in eating.

To accomplish helping children to learn and develop healthy eating habits, adults should focus on role modeling and education (Robertson, 2010). Modeling healthy eating involves eating healthy foods and encouraging young children to do the same. Children learn by observing and by seeing the caring adults in their lives make healthy choices, they are more likely to do the same.

Nutrition education can be accomplished by displaying the MyPyramid chart in the home or classroom (Robertson, 2010). Preschool children should be encouraged to help set the table and prepare simple foods. Also, while eating with young children adults should discuss the nutritional values of foods. Talk about how and why the body needs nutrients to function.

Nutritious Recipes

Cooking with preschool children is an important step in healthy eating habits. Parents and caregivers should try simple recipes to persuade children participating in preparing foods. Try to make the experience an enjoyable learning experience for the children. Prep the area and gather supplies so that children are not waiting around to begin the activity. Allow children to participate with hands-on experiences. Children love to measure and mix, so allow them to accomplish this during cooking. Remember that a child who has had a hand in creating something to eat is more likely to eat the food!

 Here are three nutritious but simple recipes to try.

Awesome Applesauce (Kid’s Health, 2011)

Ingredients:

• 2 small red apples
• 2 tbsp. lemon juice

·      2 tsp. sugar

·      2 pinches of cinnamon

Utensils:

•    knife (you'll need help from your adult assistant)

•    blender or food processor

•    measuring spoons

•    serving bowls

Directions:

1.        Peel the apples and cut them into small pieces. Throw out the core.

2.        Put the apple pieces and lemon juice into the blender or food processor. Blend until the mixture is very smooth.

3.        Pour the mixture into two small bowls and stir in the sugar and cinnamon.

4.        Enjoy your awesome applesauce!

Serves: 2

Serving size: 1 bowl (half the recipe)

Nutritional analysis (per serving):
84 calories
0 g protein
0 g fat
22 g carbohydrate
2 g fiber
0 mg cholesterol
3 mg sodium
14 mg calcium
0.3 mg iron

Perfect Pineapple Pops (Kid’s Health, 2011)

Ingredients:

•    2 c. plain yogurt

•    ½ c. canned crushed pineapple (packed in its own juice instead of packed in syrup)

•    1 can frozen pineapple or orange-pineapple juice concentrate, thawed

Utensils:

•    medium-sized bowl

•    mixing spoon

•    small paper cups

•    plastic wrap

•    wooden popsicle sticks (available at craft stores)

•    measuring cups

Directions:

1.     Drain the can of crushed pineapple so all the juice runs out.

2.     Put all the ingredients in the bowl and mix together.

3.     Spoon the mixture into the paper cups. Fill them almost to the top.

4.     Stretch a small piece of plastic wrap across the top of each cup.

5.     Using the popsicle stick, poke a hole in the plastic wrap. Stand the stick straight up in the center of the cup.

6.     Put the cups in the freezer until the mixture is frozen solid.

7.     Remove the plastic wrap and peel away the paper cup. You'll have pineapple pops to eat and share!

Serves: 6

Serving size: 1 pop

Nutritional analysis (per serving):
169 calories
4 g protein
1 g fat
36 g carbohydrate
0 g fiber
5 mg cholesterol
62 mg sodium
136 mg calcium
0.1 mg iron

Tiny Pizzas (Kid’s Health, 2011)

Ingredients:

•    1 standard-sized bagel, cut in half

•    tomato sauce

•    shredded mozzarella cheese

•    toppings like diced green pepper, chopped onion, or chopped tomato (whatever you like)

•    seasonings like oregano, basil, and pepper

Utensils:

•    oven (you'll need help from your adult assistant)

•    knife (you'll need help from your adult assistant)

•    baking sheet

Directions:

1.     Preheat the oven to 325° F.

2.     Spread tomato sauce on each bagel half.

3.     Sprinkle the shredded cheese all over the tomato sauce on each half.

4.     Add your favorite toppings.

5.     Put a light sprinkling of seasonings on each half.

6.     Put your bagel halves on the baking sheet.

7.     Bake in the oven on low heat for about 5 to 8 minutes. You'll know they're done when the cheese is bubbly.

8.     Let cool for a minute, and then enjoy your tiny pizzas!

Serves: 1

Serving size: 2 tiny pizzas

Nutritional analysis (per serving):
210 calories
9 g protein
4 g fat
34 g carbohydrate
2 g fiber
11 mg cholesterol
633 mg sodium
144 mg calcium
1.9 mg iron

References

Kid’s Health. (2011). Recipes for kids. Retrieved from http://kidshealth.org/kid/recipes/index.html#cat20229

Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.). Belmont, CA: Wadsworth/Cengage Learning.

CPR and Choking Emergencies

CPR and Choking Emergencies

An emergency can happen at anytime. Young children are at risk for being involved in a situation that has the potential to become a life or death scenario. In early childhood settings, the first step in preventing emergencies is to provide a safe environment for children. However, emergencies can still occur and being prepared will greatly lower injuries or even death. Early childhood professionals need to complete CPR and first aid training in order to provide appropriate care in the case of an emergency or injury.

Choking Child Scenario

An emergency situation that is probable in early childhood settings is a child who is choking. Here is a scenario to consider. A 3-year-old male in a preschool classroom who is choking on a small toy. The toy was brought from home without the knowledge of the teachers in the classroom. The proper emergency procedures should be followed to keep everyone safe. As one teacher sees the choking child, the other teacher should move the rest of the class away. The second teacher is in charge of keeping the rest of the class engaged as the first teacher is providing care to the choking child.

The teacher should check the scene to determine if it is safe. Next, determine whether or not the child is breathing by asking if he is choking. If the child is still talking or coughing, encourage him to continue to do so. If the child stops breathing, tell the other teacher to call 911 and begin 5 back and 5 abdominal thrusts. This cycle continues until the object is out or the child begins breathing (Mayo Clinic, 2011). In addition, the parents or guardians need to be notified of the situation. The director or another teacher should complete this. If the child is transported to the hospital, the caregiver should travel with the child unless the parent has arrived to do so.

CPR Scenario

Another situation that can occur in early childhood settings is a child in need of CPR. This scenario involves a 4-year-old female in a part-day preschool program. The child is unconscious and unresponsive. There are two teachers in the classroom. One is facilitating a craft activity with a large group and the other is reading with the rest. The second teacher sees the female laying on the floor and approaches. She looks around the area and then touches the child and says her name. The child does not respond. She looks at the child for signs of injury. There are no visible signs of this. The teacher tells her coworker to call for emergency help. She then begins CPR and will continue until help arrives or the child begins breathing on her own. As with any emergency, the parents will be notified by someone from the center. The teacher will also accompany the child to the hospital if the parents are not able to arrive in time.

Preparedness

To be prepared in emergency situations, early childhood professionals need to have basic supplies and emergency information readily available. Some things to consider are whether or not the contact information of children and adults are updated. This is vital information in the event of an emergency. Additionally, a well-stocked first-aid kit should be located in each classroom. This kit needs to include supplies for common emergencies (Robertson, 2010). Bandages, gauze pads, a sling, adhesive bandages, scissors, wound wipes, cortisone ointment, and antibiotic ointment are items that should be included (Robertson, 2010). In addition to contact information and first-aid supplies, a well-trained staff will be imperative in emergency situations. Each childcare center should have an appropriate amount of staff that is trained in CPR and first aid. This training should be provided by the childcare facility and be a part of new employee training.

References

Mayo Clinic. (2011). First aid. Retrieved from http://www.mayoclinic.com/health/first-aid-choking/FA00025

Robertson, C. (2010). Safety, nutrition, and health in early education (4th ed.). Belmont, CA: Wadsworth/Cengage Learning.