Physical Fitness

       

       Physical fitness is important in young children to prevent obesity, develop flexibility, built strong muscles and bones, prevent cardiovascular disease, and promote healthy growth and development. Children that do not engage in healthy fitness activities can become overweight and puts their health at risk such as developing diabetes.  Preventing obesity and overweight is easier than correcting it (Robertson, 2016).

       It is important that teachers engage children and set an example of how to stay active. Teachers can incorporate activities that require movement and keep toddlers engaged such as dancing or imaginary play.  During circle time teachers can have the toddlers stand and act out the different songs that are being sung with body movements. Toddlers are developing their gross and fine motor skills and physical activity is important in order for them to master these skills.  As stated by Play Activities to Encourage Motor Development in Child Care – extension (2015) activities such as running, jumping, climbing, throwing, and catching will help toddlers develop their gross motor skills. Developing a toddlers fine motor skills can be done with activities such as art, play dough, puzzles, and stacking blocks.  According to Robertson (2016) toddlers should be provided 60-90 minutes of structured play, in different segments, on a daily basis.

       Movement and activity can be beneficial to children’s learning and development of the brain. According to How Physical Activity Affects Academic Performance (2016) children that are active have an increased oxygen flow to the brain, increased brain neurotransmitters, and increased brain- derived neurotrophins. Neurotrophins assure the survival of neutron in areas responsible for learning, memory and higher thinking (How Physical Activity Affects Academic Performance, 2016). Not only do children benefit from physical activity in the way they feel physically but it also increases their ability to learn and focus. We often make the joke that we would love to have the energy of a child. That energy can be bottled u and prevent a child from paying attention or concentrating. If we allow the children to get some of those wiggles and giggles out then the child will be better able to sit and participate and learn.

       According to Smith (n.d.) “We are apt to forget that children watch examples better than they listen to preaching”.  This quote stands out to me because I feel that we need to teach through example. If teachers and adults show children that making healthy choices can be fun than those choices such as incorporating fitness into our daily routines become routine to them. So many times we think children should do as we say and not as we do but I feel that there is no better way to encourage the youth to be healthy than living a healthy lifestyle ourselves.   

                                                                 

                                                          References

How Physical Activity Affects Academic Performance. (2016). Retrieved from

            http://www.sparkpe.org/blog/how-physical-activity-affects-academic-performance/

Play Activities to Encourage Motor Development in Child Care - extension. (2015). Retrieved      from http://articles.extension.org/pages/25802/play-activities-to-encourage-motor-

            development-in-child-care

Robertson, C. (2016). Safety, Nutrition, Health in Early Education (6^th ed.) Boston, MA:

            Cengage Learning

Smith L. Roy (n.d.). JustQuotes.com. Retrieved July 04, 2016, from JustQuotes.com Web site:

            http://www.justquotes.com/authors/roy_l_smith/148936

Nutrition for Infants, Toddlers, and Preschoolers

    

   Infants, toddlers, and preschool children need to meet certain nutrition needs in order to maintain overall growth and development. Teachers and parents need to work together and educate children on the benefits of eating healthy. Children will develop a healthy relationship with food when it is taught early on and incorporated into their everyday life.

Infants, Toddlers, and Preschoolers and Healthy Eating

       Infants are either breastfed or formula fed depending on the mother’s preference. Breastfeeding provides infants with the essential nutrients and is designed by the mother’s body to fit the needs of that infant. According to Robertson (2016) breast milk is easier for babies to digest because it is designed to suit the baby’s metabolism. Breast milk also acts as protection from illness and certain diseases. Good nutrition for toddlers is important because it acts as fuel for learning and physical growth. Toddlers are at the stage of learning the boundaries and testing the limits when it comes to food. Toddlers should be served foods that are easy to pick up, chew and intriguing, such as colorful or shaped pieces (Robertson, 2016). In preschool children are able to understand better the ways that food can impact the way they feel either in a good way from eating healthy and having energy or a negative way by slowing them down or making them feel sluggish. As stated by Eating Healthy Kids (2016) preschoolers that eat nutrient rich foods for breakfast are able to stay alert and concentrate at school better. Preschoolers can also understand at their age that there are certain expectations that are expected at the table such as patience and manners.

Adults Role in Healthy Eating

            Adults should play an active role in developing a child’s healthy eating habits by setting a good example and being a role model. As stated in Robertson (2016) provide the children with an environment that is inviting and allows the children to be hands on, such as setting the table or helping to prepare the foods. Involving children in meal planning gives the teachers an opportunity to teach the children the nutritional value of the foods and how much of a certain food group should be on their plate. Teachers can also demonstrate the right way to behave at the table by sitting down at the table and engaging along side of the children.  This interaction can help to keep the children interested while waiting and stay focused on the task at hand.

Nutritious Recipes

       Letting preschoolers help prepare foods and experiment with new foods helps children develop skills that will widen their food horizons (Robertson, 2016). Families can set aside a day of the week to prepare meals and also try new recipes together. The following three recipes are nutritious and provide families with some of the essential nutrients needed to develop and grow.

       Kid friendly smoothies are a great idea to ensure children get many nutrient rich foods. Blend together ¾ cup frozen green beans, 1 cup frozen strawberries, 3 or4 bunches of fresh kale, 6 to8 baby carrots, 1 ripe banana, and 1 YoBaby yogurt (Yovino, 2016). Add to a child friendly cup and allow the child to drink through a straw for added pleasure.

       Slow cookers are always fun for the kids because it’s simple yet rewarding. Oatmeal in the slow cooker allows kids to prep the night before and when they wake up they have a hearty breakfast waiting for them. The recipe calls for; 1 cup steel-cut oats, 1 cup skim milk (or milk substitute, such as almond or soy milk), 3 cups water, 1 cup unsweetened applesauce, 1 teaspoon cinnamon, and ¼ cup chopped nuts. Combine and set to low for 7 hours. Each serving is one cup and contains 230 calories, 5g fat, 39g carbohydrates, 10g sugar, 6g fiber and 8g protein (Teens Health from Nemours, 2015).

Ants on a log is an oldie but goodie and one that children will enjoy making by themselves. Simple spread2 tablespoons of peanut butter on 5 celery stalks and add ¼ cup raisins on top of the peanut butter. Each serving (1 stalk) contains 69 calories, 3.3g fat, 9g carbohydrates, 1.4g fiber, 6.2g sugar, 2.2g protein, calcium, iron and vitamin A and C.

References

Healthy Eating for Kids. (2016). Retrieved from http://www.nutritionist-   resource.org.uk/content      /healthy-eating-for-kids.html

Robertson, C. (2016). Safety, Nutrition, Health in Early Education (6^th ed.) Boston, MA:

            Cengage Learning

Teens Health from Nemours. (2015). Retrieved from http://kidshealth.org/

en/teens/oatmeal.html

Yovino, K. (2016). Toddler Nutrition: Veggie Smoothies | Hellobee. Retrieved from

            http://www.hellobee.com/2013/07/16/toddler-nutrition-veggie-smoothies/

Cardiopulmonary Resuscitation and First Aid

       Infants are curious by nature and learning and exploring things for the first time. They are unaware of the dangers that can occur when small objects are put in their mouths. Therefore it is important for adults and teachers to be trained and knowledgeable in how to respond to a child chocking or unresponsive.

Choking

       Molly, an infant in a daycare center, has begun chocking on a piece of food. The teacher, who is CPR certified, had molly sitting upright her highchair, allowing her to snack on a teething biscuit. Molly is only eight months old and does not have much experience with chewing and swallowing yet. The teacher notices that molly is having difficulty breathing and is unable to cry or make a sound. The teacher calls out to the aide in the room to call 911. At the same time the teacher takes Molly out of her chair and begins to give Molly back blows and chest trust to try and dislodge the object. After seven back blows Molly begins to cry loudly and cough which signals Molly is able to breathe again on her own. The teacher opens Molly’s mouth and sees the piece biscuit and removes it. The other two infants in the classroom are being looked after by the teacher’s aid as the situation with Molly is being handled.

       Advanced planning is the best way to handle emergency situations because it allows the teacher to act accordingly with confidence. I feel that a situation as scary as a choking or unconscious child is scary but being trained or knowledgeable in what the proper steps to take are. For teachers working with infants it is so important to be aware of the child at all times when they are eating as they are not familiar with chewing and swallowing yet.

       There needs to be at least one CPR certified person in the building of a childcare facility at all times. Teachers should send home a list of foods that are age appropriate for infants. Also teachers can reassess weather the child is ready for the type of food being offered and monitor the child closely while they are exploring with different age appropriate foods.

CPR For Infants

       Dylan an infant in a daycare center is sitting in a bouncer in the infant room. When the teacher looks over to check on Dylan she notices he is not moving and slightly blue in color. The teacher rushes over to assess the situation and calls out for the aide in the room to cal 911. When the aid calls out to the teacher in the next room for help the director of the program comes in to assist the aid in caring for the other infants in the room.  The teacher takes Dylan out of the bouncer placing him on the ground and begins to flick the bottom of his feet to see if he is responsive. When he doesn’t respond the teacher, who is CPR certified, begins to perform CPR on Dylan while until the paramedics arrive. Gently holding his forehead to keep the airway clear, the teacher places two fingers between the breasts bone, directly between the infants nipples. Then begin 30 chest compress ions using 1/3 to ½ of the chest at the rate of 100 per min. After the 30 compression the teacher covers the child’s entire mouth and nose with her mouth and gently breaths into his mouth and nose until his chest rises. Remove mouth and allow the chest to fall and repeat. If the chest does not rise and fall re-position head and try a breath again. Finally help arrives and takes over.

       Advanced planning is the best way to help prevent chocking in infants. Being certified to perform CPR on a child if they should stop breathing would be the most helpful thing in a scenario such as the above stated. I also feel that having emergency contacts in the room for each child ensure that family is contacted immediately if an incident happens. There should be a card on file that has any allergy information and special instructions concerning the child’s health.

                                                                 References

Robertson, C. (2016). Safety, Nutrition, Health in Early Education (6^th ed.) Boston, MA:

            Cengage Learning

Natural or Man Made Disasters

           Natural and man made disasters are something that we cannot control. Having a disaster plan in place and ready is important for the safety of the children. The purpose of this paper is to describe how a teacher should be prepared and what consequences can arise by not being prepared in the wake of a tornado or lock down in an early hood educational facility.

Tornadoes

          In the Infant Childcare Center, located within the Joliet Central High school building, the power goes off and in the distance the sound of tornadoes sirens can be heard.  The principle gave the teachers the signal over the loud speaker that a tornado was coming and to be prepared.  In this situation the main dangers are flying debris. Everyone in the classroom is at risk for injury if the necessary steps towards keeping the children safe are not executed.

          Being prepared and practicing procedures could mean life or death. Infants and toddlers are unable to understand what is going on and therefore may become agitated or scared. A tornado is not something that can be predicted but having monthly tornado drills can help teachers and staff feel more confident to handle the situation.   A portable wagon or crib that can transport children to the designated safe area will be necessary since infants cannot walk.  Having a diagram and written plan in place in necessary in case such a disaster as a tornado should occur.  According to Robertson (2016) the diagram would indicate where the exit doors and windows; location of first aid kits, fire extinguishers; utility shutoff; and location of food, clothing and tools.  Taking a file folder or portable case ready at all times which contains all important paperwork regarding health issues and emergency contacts would be beneficial to the teachers. The infants would then be brought to a “Protective place” such as the interior of the building away from windows and glass (Daycare Facilities Emergency Planning Guide, 2003, pg. 13). In the event that the children needed to be moved from the center, the parents should be aware ahead of time of a safe meeting place where their children would be located. 

Lock Down

            An intruder has entered a campus building where there is a head start program located inside. The first step to have in place is to develop a warning phrase so that the teachers are aware what is going on but the intruder is not alerted.   A lot of school districts and campuses have developed early childhood programs within the schools so they are required to do lock down drills.  During a lock down the main dangers would be the violent situation such as an intruder and getting to a locked room or exiting the building safely.

           Teachers and staff should be prepared and practice the lock down procedure once a month. Practice will allow teachers to handle the situation wisely and be prepared to keep the children as quiet and calm as possible. Infants and toddlers do not understand what is going on and therefore do not always keep quite when we need them to.

           Teachers should make sure all doors are locked and locate the children to either a safe locked room or if possible out of the building. If unable to leave the building, teachers could sit down with the older infants and toddlers and try to engage them in a book or some activity to keep them calm. Teachers should never try to confront the intruder in case it makes them even more agitated (Disaster Preparation in Childcare, 2008). When a lock down situation happens, Joliet school district contacts the parents via automated phone call and continues to update until the lock down has been lifted.  Explain to parents the importance of allowing the school and teachers to handle the situation and that it is dangerous to come to the facility until the area is secure and the lock down lifted.

                                                                 

                                                             References

Daycare Facilities Emergency Planning Guide. (2003). Retrieved from

            https://class.waldenu.edu/bbcswebdav/institution/USW1/201670_03/BS_BSCD/EDUC_1

            005/Week%202/Application/Week%202%20Assignment/embedded/day_care_facilities_

            planning_guide.pdf

Disaster Preparation in Childcare. (2008). Retrieved from

            http://www.earlychildhoodnews.com/earlyc 

hildhood/article_view.aspx?ArticleID=547

Robertson, C. (2016). Safety, nutrition, and health in early education (6th ed.). Boston, MA:

Wadsworth/Cengage Learning.