Physical Active or Obesity

Children in their preschool years are learning to master many things. Starting from infancy they are developing to learn new skills like making sounds, talking, crawling, walking, solving and using their bodies in different ways. Balancing, locomotor skills and manipulative skills are some of the developmental skills that they need to accomplish in order to have physical health. If physical activity is not the norm then overweight and obesity may be the result.  I believe that “Individuals responsible for the well-being of preschoolers should be aware of the importance of physical activity and facilitate the child’s movement skills” (NASPE, 2006).

Movements in Physical Activity

            Balancing:

At around the age of 3-5 balancing is a skill still needed to be mastered even though they have come a long way from crawling. 

·         “Children develop balance from infancy until that ability stabilizes around the age of 10 or 11 years” (Rupnow & Morain, 2000, p. 2).

·         Balance is an experience that we do not realize that is learned. With experience we learn how to balance while doing other thing (Rupnow & Morain, 2000, p. 2).

·         Rupnow & Morain let us know that “Balance helps children better perform certain motor skills and enjoy movement” (2000, p. 2).

·         Balance task on stable objects, like walking on rope on the floor; or an unstable object, like walking with stilts made of coffee cans, will be able to help teach children how to balance (Rupnow & Morain, 2000, p. 2-3).

Motor Skills:

Motor skills development has been supported by research to “develop competency (Payne & Isaacs 2005)” (Goodway & Robinson, 2006, p. 1). 

·         A locomotor skill such as jumping is movements that get the heart pumping.

o    “The preschool program uses a series of 10 stations with different types of jumping activities. These large motor activities help develop muscular endurance, some muscular strength and, if the activity is intense and sustained over time, cardio-vascular endurance” (Goodway & Robinson, 2006, p.4).

o   An activity that can be fun is “Jumping Animals, which involves children to jump like animals like frogs or kangaroos (Goodway & Robinson, 2006, p.3).

·         Manipulative skills are motor skills that involve more refine movements like throwing, catch, and rolling a ball.

o   A simple game of throwing a ball is beneficial to learn how to aim at a target. “Altering the distance from target (close to far) or the target type (large to small or stationary to moving)” (Goodway & Robinson, 2006, p. 3) will make this game fun for all to enjoy.

Teachers can accommodate:

·         Teachers in the preschool can create a center indoor (Goodway & Robinson, 2006, p. 4).

o   Children can pump their muscles by holding water bottles or bean bags and dancing activities (Goodway & Robinson, 2006, p. 4).

Physical activity and overweight    

“Obesity now affects 17% of all children and adolescents in the United States - triple the rate from just one generation ago” (CDC, 2011, Para 1)

Things to be done:

·         “Create and maintain safe neighborhoods for physical activity and improve access to parks and playgrounds” (CDC, 2011, Para 2).

·         Teachers “Support quality daily physical education in schools and daily physical activity in child care facilities” (CDC, 2011, Para 2).

·         Parents can help by following “ the advice of the American Academy of Pediatrics and limit media time for kids to no more than 1 to 2 hours of quality programming per day whether at home, school or child care (CDC, 2011, Para 3).

Consequence for the present and future:

·         In the present time:

o    “Children and adolescents who are obese are at greater risk for bone and joint problems, sleep apnea, and social and psychological problems such as stigmatization and poor self-esteem (CDC, 2011, Para 2).

·         In the future the CDC  (2011) says:

o   Children and adolescents who are obese are likely to be obese as adults and are therefore more at risk for adult health problems such as heart disease, type 2 diabetes, stroke, several types of cancer, and osteoarthritis. One study showed that children who became obese as early as age 2 were more likely to be obese as adults (Para 2)

References

CDC (2011). Overweight and Obesity: Strategies and Solutions.  Retrieved from http://www.cdc.gov/obesity/childhood/solutions.html

CDC (2011). Adolescent and School Health: Childhood obesity Facts. Retrieved from http://www.cdc.gov/healthyyouth/obesity/facts.htm

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 from http://www.naeyc.org/files/yc/file/200605/GoodwayBTJ.pdf

National Association for Sport and Physical Education. (2006, May). Active start: Physical activity guidelines for children birth to five years. Beyond the Journal: Young Children on the Web. Retrieved from http://www.naeyc.org/files/yc/file/200605/NASPEGuidelinesBTJ.pdf

Rupnow, A. & Morain, V. (2000). Growing up fit: Preschool fitness activities. Iowa State University: University Extension. Retrieved from http://www.extension.iastate.edu/Publications/PM1359B.pdf

Food and Nutrition

Good Nutrition is good for all age groups.  The importance of good nutrition in the younger years, from infancy to preschool years, is to build good health and balanced eating habits for the rest of their lives. Development is the focal point of eating healthy balanced meals. What babies, toddlers and preschoolers eat has to support development. The MyPyramid for Kids Food Guidance system was introduce in 2005 to help individualized daily intake and help make better food choices (Robertson, 2010, p. 218-219). The MyPyramid for Kids was created for 6-11 year old, but can be used for children that are younger (Robertson, 2010, p. 218).

 Infants should have carbohydrates. One of the categories of MyPyramid is milk which can provide carbohydrates that is needed for energy for the central nervous system (Robertson, 2010, p. 236). Even through fat need to be monitored it is important that there is an intake of fat as recommended by MyPyramid for Kids in order to support growth in the brain. Toddlers are starting to receive more variety food intake than do infants, but recommendation should be followed according to MyPyramid for Kids guidelines. One area that has been recommended to limit children is on fats. “The system suggests that children limit their intake of solid fats such as butter, stick margarine, shortening, and lard” (Robertson, 2010, p. 237). In other words, healthier choice of fat should be made since it is good to regulate metabolism of cholesterol (Robertson, 2010, p. 237).

Preschoolers are at an age where many foods are a new experience for them and with much more variety to chose from they are also recommended to follow MyPyramid for Kids. In the grain category 6 ounces include in it 3 ounces of whole grain that includes the bran and germ is a daily recommendation for dietary fiber that is needed (Robertson, 2010, p. 219). Two and half cups of vegetable are needed from the dark green and orange, dry bean, peas and starchy subcategories (Robertson, 2010, p. 221). Fruit serving recommended is one and half cups.

Milk is good for its calcium which support healthy teeth and bone growth, but the intake of it should be low-fat or fat free. The meat and bean group is the choice for their protein (Robertson, 2010, p. 223). It is recommended that fish, beans, peas and seeds be the main intake in this part of the system, but if meat is being consumed, leaner meats would be best for less fat. Oils from fish, seeds and nuts are also a healthier choice for intake (Robertson, 2010, p. 223).

Adults can take these recommendations to consideration to help children grow up in an environment that eating habits are healthy. They should not only tell children what to eat, but actively being participators of eating health often teaches best by example. It is through practice and observation that children learn (Robertson, 2010, p. 324). Teachers should take the time to go over MyPyramid for Kids recommendations to teach and with repetition they will understand why is healthy eating is important (Robertson, 2010, p. 324). The following are some recipes that are fun and kid friendly, where children can participate in preparation.

For breakfast:

Breakfast Surprise Cereal

2 cups cooked oatmeal
2 apples (1-1/2 cups), diced
3/4 cup nuts, chopped
3/4 cup raisins
1/4 cup honey or sugar
1/4 teaspoon salt

Preheat oven to 400�F. Combine all ingredients in a lightly greased or sprayed casserole. Bake for 20 minutes. Serve warm with low-fat milk.

*Adapted from: Joanie Huggins, Out of the Sugar Rut.

For a snack or breakfast provided by University of Illinois Extensions:

Green Eggs and Ham

1 Tablespoon vegetable oil
1 Tablespoon chopped green onions (optional)
1 Tablespoons chopped green peppers (optional)
¼ cup chopped ham
4 eggs
1 Tablespoon low-fat milk
¼ cup chopped spinach
Salt and pepper to taste

Heat oil in a skillet. Add green onions, green
peppers and ham, sauté. Beat eggs and milk together and add to the vegetables mixture. Stir in spinach. Add salt and pepper to taste. Stir the mixture constantly until eggs are set. Makes 4 servings.

This is a good snack or meal when reading Dr. Seuss’s book Green Eggs and Ham.

On a personal note by not including all the egg yolk can help control cholesterol.

A snack by Fiona Haynes:

Low-Fat Yogurt-Granola Parfait

Ingredients:

·         1 cup sliced strawberries

·         1 large sliced banana

·         2 cups low fat vanilla or strawberry yogurt

·         2 cups low fat granola

Preparation:

In four glasses or goblets, alternately layer strawberries, yogurt, granola, and banana, finishing with a light sprinkling of granola on top, with a few slivers of strawberry for garnish. Chill or eat immediately. Serves 4.

            What can an adult say to children to make these a fun activity with the children? Just telling them to come is an invitation they do not refuse. With safety precaution they can help prepare and season the food as you guide. Children are eager to be in the kitchen to help.

References

Fiona Haynes (2011). Low Fat Yogurt-Granola Parfait. About .com. Retrieved October 03, 2011 from http://lowfatcooking.about.com/od/breakfastandlunch/r/Yogranolaparfai.htm

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Belmont: Wadsworth/Cengage Learning

University of Illinois Extensions (2011). Food for Thought: Ideas for Parents of Preschoolers. Retrieved October 03, 2011 from http://urbanext.illinois.edu/foodforthought/0201.html

University of Illinois Extensions (2011). Food for Thought: Ideas for Parents of Preschoolers. Retrieved October 03, 2011 from http://urbanext.illinois.edu/foodforthought/0302.html

Choking and CPR Response

It was 12:36 pm and as always my teacher assistant and I were sitting eating with Head Start students. It was then that an incident with my youngest, a 3 year old started to choke as he was clutching his throat. I immediately went to help the child and check if air was flowing. I was telling the child that he was going to be fine and then told the other teacher to help the other students calm down. As the assistant helped the rest of the children she called the health coordinator to make them aware of the situation. I was able to free the object from the child’s throat with a thrust on the back. As I observed and comforted the child, I made a phone call to the parents to see what they prefer to do in this situation. They agreed to pick up their son with a half hour for a checkup. As we waited, I stood by the child, covered him and filled out an incident report. With careful study every step was followed according to procedure, but serving spaghetti is prohibited. The steps taken to help the child were recommendations from NAEYC for emergencies, which are the same steps that I would take for the following incident (Robertson, 2010, p. 178-179).

One of the favorite times of the day for the children is during center time. This is when the teachers give the children a choice to make in what area they would like to play in. It tends to be a bit crazier since this is when noise and movement is elevated, yet it is teacher planned and directed. It was during this time that a devastating incident occurred when a child was choking on a small Lego, which is not usually present in the classroom. I immediately separated the other children to another area and the assistant took over on calming down the class without me having to instruct her. The same training and recommendations are followed by all teachers and assistants. Next, since my attention was on the child I was able to help her to calm down. Soon the child was unconscious and with my cell phone in hand I called 911. The teacher assistant called the Health Coordinator to speak with the 911 personnel. I immediately started to perform CPR on the child who had no sign of breathing. Soon after the ambulance came and took over. They started to use their defibrillator when they felt any pulse. I was afraid for sure; but I could not show that to the children. When the child finally responded the emergency crew took the child to the hospital. The Health Coordinator already notified the parents and I went to the hospital to be a support to the parents. When I was able to leave, I went to the school to fill out the incident report. By analyzing the situation I found out that the Lego was brought in from the house by the same child who suffered the incident. My next step is to notify parents in helping me check that their children do not carry with any toys from home on a daily bases to prevent future occurrences.

Advanced planning helps to organize for any emergency situation. It helps us to be prepared and stay aware of our surrounding. Also, with advanced planning we can be equipped with the proper first aid kit and filled with needed supplies. Updated information is also an advantage of advanced planning. Staff should be certified with CPR cards that will help them have the training and recognize any signs for emergency actions (Robertson, 2010, p. 178).

 Parents and teachers are partners and this is another step that should be implemented. Parents can discuss with their children safety procedures and proper eating habits to avoid an incident or confusion if an occurrence were to happen. With this emergency contacts should be available at all time and up to date. Teachers should take extra precaution to make sure that there are no objects or foods that can be life threatening to children. This includes allergy causing foods and things such as dust that can cause a reaction that may even prevent air flow.

Reference

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Belmont: Wadsworth/Cengage Learning

“Health Promotion and Crisis Planning”

Hurricane “D” has developed heading towards South Florida. The main dangers posed in this hurricane are the high winds at 135 mph which can tear off roofs creating debris that can be dangerous for anyone outside. Surge is major a concern for Good Shepherd Child Care Center which is in a flooding area. The ones who are at risk are the children and their education which is being put to a stop due to the closing down of the facility. Also families are affected since children cannot be placed in a safe environment that Good Shepherd provides for them. For this reason we should be prepared, also such disasters “…could cause the need to replace equipment or rebuild buildings…” (Robertson, 2010, p. 199). A major consequence of not preparing could be “injury or loss of life to children or teachers” (Robertson, 2010, p. 199).

 In preparation, to minimize the potential complications created by hurricanes are: Identify hazards that are typical to South Florida such as flood waters that will increase contamination of fresh water, increased disease by insects or mosquitoes that live on standing water. Next, “develop an outline for each hazard found” (Robertson, 2010, p. 200). Third is “put together the information gathered” (Robertson, 2010, p. 200) of the potential hazards that are typical to the area. The last step is to ask ourselves what could happen if flood waters were to persist after the hurricane hit (Robertson, 2010, p. 200).

Other steps that we can take are to partner up with other child care facilities that may not have the same risks that can provide temporary accommodations for families and their children. In addition to the last step is to make a contact list of all the staff members and team members of the parent committee to call after the major disaster has passed. The parent committee, which is comprised of the parents themselves, can help staff and teachers connect with the families of the child care center to give up dates on any progress. Parents can involve themselves in distributing goods such as food, water, ice, clothes, and emergency contacts that are available.

A hostage situation can be possible at Good Shepherd Child Care Center. If this was the case the staff would be ready to act by first being aware that an unwarned disaster like this can happen. Children, staff and teachers are the most at risk of a bomb or gun firing which then becomes a life or death situation. In preparation staff should be trained, and drills should be implemented. Chaos and confusion can be the result if not prepared which leads to lack of calm. The complication to this is not taking control of the situation to help calm the intruder which possible harm or even death of someone is the consequence. Also, the building should be checked and follow plans drawn on how to exit the facility. A universal warning signal should be created for if an intruder were to enter the premises (Robertson, 2010, p.204).

The thing to do is to remain vigilant to avoid this disaster (Robertson, 2010, p.204) and to place security. Security cameras can be installed, sign in sheets for everyone visiting the facility has to be in place and a binder with copies of identification of people who are allowed to pick up a child (Robertson, 2010, p. 204). 911 have to be the first step in a hostage situation and have a speed dial designated. If there is a suspicious package the proper authorities should be contacted. A committee has to be formed for ideas and periodical updates, if necessary, on plans drawn out to deal with such disasters.

Parents can be involved to help bring input and if an alert were heightened parents can inform the school. In a situation, parents can support and comfort one another. Parents can be used to help teacher teach safety and alertness. Also, the school can make parents aware of children’s safety in the middle of the situation.

Reference

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Belmont: Wadsworth/Cengage Learning

Policies and Safety Measures for Schools and Parents

Although there are many dangers that threaten children’s safety; cleaning chemicals, broken outdoor equipment, and allergies, choking and falling are common issues that we may face in preschool facilities. Many policies have been established to assure the well being and safety of our children.  The issue of child safety is a topic that we cannot afford to ignore because of the lives that it involves. This is why there are trainings, courses taught and policies followed on safety so that we may never have to face the least or worst case scenario. Children are precious and as adults we have the responsibility to become familiar with safety precautions to help create a safer environment where ever they are present.

House hold products pose a danger to children simply because of the chemicals that they contain. Not all cleaning agents are welcomed in childcare in order to be aware of what is being used to disinfect and sanitized. For the health of our children is important to clean, but safety precaution still need to be taken. In Australia The University of New South Whale in its Health & Safety in Children’s Centres Model Policies & Practices 2nd edition revised has a policy that states “The centre will protect child centre staff, children, families and visitors from the risks associated with chemical products, medicines, other dangerous substances and dangerous equipment used in the centre and environs” (Frith, Kambouris & O’Grady p. 171). Cleaning products should be kept where children cannot reach such as an overhead cabinet. Safety latches should be used.

Just like the dangers that children face indoors, outdoor dangers have to be taken into consideration. Though equipments have been designed appropriately for preschool children they still need some inspections to reassure safety. In Safety, Nutrition, and Health in Early Education the authors state “Play grounds should provide both play value and safety for healthy development (Frost, 1994; Sutterby &Thornton, 2005)” (Robertson, 2010, p 130). Adults that are outdoors with children have a responsibility to watch them. Robertson (2010) tells us that “Lack of supervision is correlated with 40 percent of playground injuries to children (NSKC, 2007c)” (p 150). Yet falls account for “70 percent of playground injuries (Scott, 2004)” (Robertson, 2010, p 146). This takes me to the next threat of children’s safety. To help lessen impact and serious injuries the surface of the where falls occur has to be considered (Robertson, 2010, p 147). Shock absorber like; sand, pine bark mulch are acceptable as opposed to grass, asphalt and dirt (Robertson, 2010, p 147).

            Choking is an area that we need to be always aware of since it can happen at any moment with foods and toys that children like. Foods like hotdogs, popcorn or that are small enough to be swallowed whole should be avoided. To prevent this, it can be banned from being served at a preschool facility; the size can be reduced or foods can be cooked to help soften and teach the children to chew well (USDA, 2011). Also buying toys large enough and that are appropriate according to age will help prevent choking. Robertson (2010) says “Age appropriateness is one of the most important tools for removing hazardous toys from the environment” (p 101).

A food allergy is a reaction that can have serious consequences and you will know when it happens if hives, itchiness, swelling lips appear or more seriously anaphylactic reaction occur (Robertson, 2010, p 274).  The school district # 13-3 in South Dakota in their Handbook it states “The Irene-Wakonda School Board… prohibits the use, serving, or selling peanuts, peanut butter or any product containing peanuts or peanut oil” (2011, p 10). This type of policy is one that many other schools districts are adopting in order to have a safer environment. Educating children and allowing teachers or caregivers to know about allergies help them to take safety precautions like prohibiting or avoiding foods that can be a threat to children. Also Epinephrine (EpiPen) should be at the disposal of staff members on-site so that it can be administered if an incident was to occur.

Any policy and safety measures that are taken should be shared with parents. The reason for this is because schools become a resource for parents to get the latest research and action plans to help raise healthy children. Children spend a lot of time at school and the school’s position in children’s lives has risen to be in partnership with parents. This is never to dictate what parents should do, but become a valuable source of information that educates parents indirectly and guide healthy development together. Parents can take under consideration to implement these safety measures in their personal activities at home or elsewhere. This will bring a unifying effort to teach children at home and school.     

References

University of New South Wales (2003). Health & Safety in Children’s Centres Model Policies & Practices (2nd ed) revised. Retrieve September 10, 2011 from http://www.med.unsw.edu.au/SPHCMWeb.nsf/resources/CCModelPolicies.pdf/$file/CCModelPolicies.pdf

Irene-Wakonda School District (2011).  Irene-Wakonda Elementary Handbook. Retrieved September 11, 2011 from http://irene-wakonda.k12.sd.us/Handbook/Elementary%20Handbook%201011.pdf

Robertson, C. (2010). Safety, Nutrition, and Health in Early Education (4th ed). Belmont: Wadsworth/Cengage Learning

USDA (2011). Choking Hazards. Retreived September 11, 2011 from http://www.choosemyplate.gov/preschoolers/FoodSafety/chokinghazards.html