Physical Fitness

Contributions to obesity in children are lack of physical activity and poor diet. Obese children are more likely to become obese in adulthood, and develop heart disease, diabetes and other chronic conditions. In order for teacher’s to talk with children about obesity prevention efforts, they need to fully understand current information relevant to nutrition and physical activity in the childcare setting. According to Robertson (2010), “Childhood obesity is now the most prevalent nutrition disease in children 18 years old and younger. Obesity/overweight is an epidemic that relates to both the health of children today and to their increased risk for adult morbidity and mortality” (p. 259). Obesity lowers self-esteem and has a pour effect on peer relationships and social acceptance. Listed below are several effects to childhood obesity

*Physical, nutritional, economic, familial, and psychological factors are all results from combination of childhood obesity.

*Diabetes mellitus, pediatric hypertension, and certain cancers can all be developed from childhood obesity.

*To choose healthy physical activity as well as foods schools should offer programs to teach children to do this.

*The fast food and portion size of foods children consumes from schools, restaurants, and early childhood education environment are nutritional factors.

*The nutrition education can help families shop for a healthier selection of foods and encourage children to make better choices away from home.

Robertson (2010) states, “This Kid’s Activity Pyramid gives children activities that they should cut down on and activities they can do by themselves or with their friends and family. Project skip, which stands for Successful Kinesthetic Instruction for Preschoolers, the regular physical activity incorporated into early childhood education environment” (p. 265). Children will achieve a healthy level of activity as part of their fitness regime if they are given goals for physical activity to reach. Neutral connections in the brain are created from time spent in physical activity. Large motor activities offer preschool and school-aged children the exercise they need. Children’s gross motor or locomotor developments are important during their preschool years. There are several motor activities that come naturally to children, running, skipping, jumping, hopping, walking and climbing. Parents and teachers should encourage children to have fun and join the child and play with him. Parents and teachers can help the child to build confidence.

 When teachers provide a well-balanced diet to help obese children, they can help children learn to select high-nutrient-density foods and teach them to limit their low-nutrient-density foods. The consumption of sweetened beverages and juices should be reduced. “Teachers can increase the amount of energy output by planning exercises and other organized physical activities and offering free time for physical play” (Robertson, 2010, p. 263). Toddlers enjoy running, jumping, climbing, throwing a ball, walking, kicking a ball and dancing.

“Children’s activity has a positive impact on their physical development, cognitive development, social /emotional development. The physical activity contributes to a range of health benefits, experiences and challenges”. (Physical activity for children, 2012 p. 1). Parents should help their children be physically active every day. They should model the healthy fitness habits they want their children to learn, and limit the television time and other non-physical activities. “Parents can also make health food choices for the entire family which should include 5-9 servings of fruit and vegetables per day, and never skip which breakfast it is the most important meal of the day. When parents make plans by following established positive habits, your children will benefit and continue to follow your lead”. (How Eating, Exercising and Being Healthy Now Affects Your Children Later, 2008).

“Physical fitness is crucial in everyone’s life, but is especially crucial in a child’s life during the early childhood years. The importance of physical fitness for young children includes the following in order to: instill healthy fitness habits at a young age, encourage development and growth, practice new movement skills, increase movement skill level, and prevent obesity” (Physical activity for children, 2012, p. 1). If your child has a weakness, teach them how to turn it into strength. These are two inspirational quotes: The only Failure is not trying. – Kevin Heath, When you give a little of yourself to a child, you give a little of yourself to their future! – Kevin Heath

Physical activity helps foster development and growth, and improves skill level. Physical activity can lead to a more active, sociable lifestyle, resulting a positive relationships and high self-esteem. Physical activity patterns developed in childhood can last through adulthood. (Goodway & Robinson, 2006).Physical fitness, along with good nutrition habits can help “reduce health risk” (Team Nutrition Iowa, 2009). It can help prevent health problems, such as obesity/overweight and cardiovascular disease (Child Safety, Nutrition, and Health 2009).

References:

Child Safety, Nutrition, and Health (2009). Retrieved April 7, 2012 from

            http://nlpittman32.blogspot.com/2009/04/physical-fitness.html

How Eating, Exercising and Being Healthy Now Affects Your Children Later (2008). Retrieved

April 7, 2012 from http://www.articlesbase.com/nutrition-articles/how-eating-exercising-and-being-healthy-now-affects-your-children-later-613014.html

Parenting and Motional Quotes to live by (2012). Retrieved April 7, 2012 from

            http://www.more4kids.info/1020/parenting-and-motivational-quotes-to-live-by/

Physical activity for children (2009). Retrieved April 7, 2012 from 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 March 31, 2009 from http://www.journal.naeyc.org/btj/200605/GoodwayBTJ.asp

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

  

Healtht Food and Nutrition

Good nutrition is important for children, having a proper nutrition is essential during the early childhood development so children grow to obtain a healthy height and weight, and also be able to concentrate in school and do not have any nutritional deficiencies. This also helps you to eat the right amount of foods in order to get all the calories and nutrients needed for proper growth and development. According to Robertson, (2010), states, “MyPyramid for Kids, suggests for children ages 6 to 11 years, the recommended daily total amount of grains is 6 ounces, with 3 ounces being whole grain. MyPyramid for Kids, is tailored for children ages 6 to 11 years, it is suggested that they eat 2 ½  cups of vegetables from the five different areas listed: dark green vegetables, orange vegetables, dry beans and peas, starchy vegetables, and others which includes tomatoes, onions, and celery. MyPyramid for Kids suggests that in the fruit group 6 to 11 years focus more on fruits and eat a variety of fruits on a daily basis. MyPyramid for Kids milk is the next major group, children 6 to 11 years are encouraged to eat calcium-rich food and choose low-fat or fat-free types. The last major category on MyPyramid for Kids is meat and beans, it suggest that children ages 6 to 11 years go lean on protein and eat 5 ounces of it daily. The pyramid also suggests the protein choices should include fish, beans, peas, nuts, and seeds” (p. 218-219).Good healthy eating habits starts from infancy, the first six months babies only need breast milk or formula. Solid foods should not be given until 4-6 months. Introducing solids foods to early causes allergies in infants. Parents should add fruits and vegetables at 6-7 months and start feeding with a spoon and add protein foods to the child’s diet at 7 months old. Add table foods at 8-12 months. Offer the baby a variety of foods to encourage good eating habits. “Parents can develop positive and healthy habits that will last a life time”(The fight launch, 2012). Keeping preschool children at healthy weight, parents can teach them healthy eating habits. Encourage the child to drink water instead of juice, sodas and other sweetened drink. To help teach the child about nutrition let them be involved in food shopping and helping you prepare meals. Discourage children from eating meals in front of the television by explaining family time is very important. Children should physically active and participate in activities that burn off energy (Children’s Health, 2012). The physical and social environment in which the child eats, strongly relates to the child’s eating pattern. “There are food allergies that occur in these children they are peanuts, nuts, fish, shell fish, and eggs are the most common foods causing reactions”(Life threatening food allergies in school and childcare settings, 2012). Making mealtime important for children could help them develop healthy eating habits. Teachers can properly prepare meals with understanding the temperament of the child, his capabilities, and his tempo. Mealtimes are times for families to connect by communicating with one another while enjoying their meal. The physical and social environment in which the child eats strongly relates to the child eating patterns. When parents eat unhealthy their children eat unhealthy. Children are influenced by what they see their parents eat. If children see parents and teachers model healthy eating behaviors they will most likely do the same. “Good nutrition is important during childhood because this is the time when lifelong habits are formed” (Davis, 2011). Childhood obesity can cause diabetes, if parents would teach their children good nutritional eating habits; they are less likely to become obese.

By children eating foods from all the recommended food groups daily, children should get enough vitamins and minerals. Menus can be created to serve the children and teachers can teach nutrition to children and parents. Food and nutrition should be a part of promoting health. Teachers must create nutritional policies to help support growth, health, and well-being of the child.

“Making cooking fun is one way to involve children in learning about healthy eating. It is fun for the whole family or class. Letting children be a part of things will keep and hold their attention. Here are some recipes that the whole class or families can do together” (Briggs, 2009).

Funny Face Pizza
Ingredients:
English muffins
Pizza sauce
Grated mozzarella cheese
Blanch broccoli spears
Sliced cooked sausage or pepperoni
Slice mushrooms
Roasted peppers
Black olives
Preheat oven to 500 degrees
2. Place English muffins on cookie sheet pan

3. Spoon 3 table spoons of pizza sauce and spread over English muffin. Sprinkle small amount of grated mozzarella cheese. Arrange pizza toppers to make a funny face: Broccoli or sausage for hair, mushrooms for a nose, pepperoni eyes, and black olives for pupils. Add more cheese on top to help secure the toppings.
4. Place cookie sheet in oven and back until bubbly; 7 to 10 minutes. Let cool slightly and enjoy. Serve with apple sauce
the nutritional value of this recipe includes grains, dairy, vegetables, meats and fruit.
This recipe was found at www.familyfun.com
 Banana Dog

Ingredients
Whole-grain hot dog bun
Peanut butter
Wheat germ or sunflower seeds
Banana
Jam
Milk

1. Spread a whole-grain hot dog bun with peanut butter, sprinkle with wheat germ or sunflower seeds and top a whole peeled banana and squiggle of jam. Add a side of milk to make a healthy snack.
This recipe follows the nutritional guidelines. It provides grain, meat dairy and a fruit.
I found this recipe at http://www.familyfun.com/
Sandwich on a Stick

Ingredients:
Bread
Cheese
Lunch meat (1/2 inch thick)
Grape tomatoes
Lettuces
Pickles
Olives
1. Cut up cubes of bread, cheese, and lunch meat.

2. Slide the cube of bread onto a skewer with the other ingredients followed by another cube of bread.
3. Set out a side of mayo, mustard, or another type of dipping sauce
Serve with a fruit cup
this recipe is fun to make and fun to eat. It meets all the nutritional needs for a nutritious meal. It has a serving of fruits, grains, dairy, meats, and vegetables
I found recipe at http://www.familyfun.com/
Another strategy to enjoy cooking is have some of your child’s friends come over on a weekend  there could be a little cooking class or the child’s friends can bring a dish they already prepared but, it has to be healthy. As parents you can teach the child the food groups of the pyramid and let them put a healthy menu together with your help.

References:

Briggs (2009).Good Nutrition and Eating Habits, Retrieved April 1, 2012 from http://ebriggs.blogspot.com/2009/04/good-nutrition-and-eating-habits.html

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

Good nutrition is important for children, having a proper nutrition is essential during the early childhood development so children grow to obtain a healthy height and weight, and also be able to concentrate in school and do not have any nutritional deficiencies. This also helps you to eat the right amount of foods in order to get all the calories and nutrients needed for proper growth and development. According to Robertson, (2010), states, “MyPyramid for Kids, suggests for children ages 6 to 11 years, the recommended daily total amount of grains is 6 ounces, with 3 ounces being whole grain. MyPyramid for Kids, is tailored for children ages 6 to 11 years, it is suggested that they eat 2 ½  cups of vegetables from the five different areas listed: dark green vegetables, orange vegetables, dry beans and peas, starchy vegetables, and others which includes tomatoes, onions, and celery. MyPyramid for Kids suggests that in the fruit group 6 to 11 years focus more on fruits and eat a variety of fruits on a daily basis. MyPyramid for Kids milk is the next major group, children 6 to 11 years are encouraged to eat calcium-rich food and choose low-fat or fat-free types. The last major category on MyPyramid for Kids is meat and beans, it suggest that children ages 6 to 11 years go lean on protein and eat 5 ounces of it daily. The pyramid also suggests the protein choices should include fish, beans, peas, nuts, and seeds” (p. 218-219).Good healthy eating habits starts from infancy, the first six months babies only need breast milk or formula. Solid foods should not be given until 4-6 months. Introducing solids foods to early causes allergies in infants. Parents should add fruits and vegetables at 6-7 months and start feeding with a spoon and add protein foods to the child’s diet at 7 months old. Add table foods at 8-12 months. Offer the baby a variety of foods to encourage good eating habits. “Parents can develop positive and healthy habits that will last a life time”(The fight launch, 2012). Keeping preschool children at healthy weight, parents can teach them healthy eating habits. Encourage the child to drink water instead of juice, sodas and other sweetened drink. Tohelp teach the child about nutrition let them be involved in food shopping and helping you prepare meals. Discourage children from eating meals in front of the television by explaining family time is very important. Children should physically active and participate in activities that burn off energy (Children’s Health, 2012). The physical and social environment in which the child eats, strongly relates to the child’s eating pattern. “There are food allergies that occur in these children they are peanuts, nuts, fish, shell fish, and eggs are the most common foods causing reactions”(Life threatening food allergies in school and childcare settings, 2012). Making mealtime important for children could help them develop healthy eating habits. Teachers can properly prepare meals with understanding the temperament of the child, his capabilities, and his tempo. Mealtimes are times for families to connect by communicating with one another while enjoying their meal. The physical and social environment in which the child eats strongly relates to the child eating patterns. When parents eat unhealthy their children eat unhealthy. Children are influenced by what they see their parents eat. If children see parents and teachers model healthy eating behaviors they will most likely do the same. “Good nutrition is important during childhood because this is the time when lifelong habits are formed” (Davis, 2011). Childhood obesity can cause diabetes, if parents would teach their children good nutritional eating habits; they are less likely to become obese.

By children eating foods from all the recommended food groups daily, children should get enough vitamins and minerals. Menus can be created to serve the children and teachers can teach nutrition to children and parents. Food and nutrition should be a part of promoting health. Teachers must create nutritional policies to help support growth, health, and well-being of the child.

CPR and Choking Emergencies

Choking

First ask the child, “Are you choking”? If the child is not coughing, speaking, or breathing give abdominal thrust. Make a fist with the thumb, place your fist above the naval and place the palm of the hand over the fist. You will begin to do abdominal thrust until the object is out or the child loses consciousness then you will begin CPR. Would need to look into the child’s mount before performing rescue breaths to make sure the object doesn’t loosen. If you can see the object, try to scoop it out with the finger trying not to push it further into the throat.

CPR
First Check for alertness. Shake or tap the child gently. See if the child moves or makes a noise. Shout, "Are you OK?" If there is no response, shout for help. Tell someone to call 911 and get an AED (if available). Do not leave the child alone until you have done CPR for about 2 minutes.  Second, carefully place the child on his or her back. If there is a chance the child has a spinal injury, two people should move the child to prevent the head and neck from twisting.  Next, perform chest compressions: Place the heel of one hand on the breastbone -- just below the nipples. Make sure your heel is not at the very end of the breastbone. Keep your other hand on the child's forehead, keeping the head tilted back. Press down on the child's chest so that it compresses about 1/3 to 1/2 the depth of the chest. Give 30 chest compressions. Each time, let the chest rise completely. These compressions should be FAST and hard with no pausing. Count the 30 compressions quickly.   Third, open the airway. Lift up the chin with one hand. At the same time, tilt the head by pushing down on the forehead with the other hand.  Fourth, look, listen, and feel for breathing. Place your ear close to the child's mouth and nose. Watch for chest movement. Feel for breath on your cheek. If the child is not breathing: Cover the child's mouth tightly with your mouth. Pinch the nose closed. Keep the chin lifted and head tilted. Give 2 rescue breaths. Each breath should take about a second and make the chest rise. Continue CPR (30 chest compressions, followed by 2 breaths, then repeat) for about 2 minutes. There, after about 2 minutes of CPR, if the child still does not have normal breathing, coughing, or any movement, leave the child if you are alone and call 911. If an AED for children is available, use it now. Finally, repeat rescue breathing and chest compressions until the child recovers or help arrives.
According to the American Heart Association (2012), there are several programs and trainings offered to respond to or prevent an emergency situation.  Heart saver CPR, teaches childcare professionals how recognize and treat life-threatening emergencies, including cardiac arrest and choking for adult, child, and infant victims. They can also learn to recognize the warning signs of heart attack and stroke in adults and breathing difficulties in children. CPR for Family and Friends, pediatric demonstrates the American Heart Association pediatric infant and child how to recognize signs of choking in infants and children, how to reduce risk of Sudden Infant Death Syndrome (SIDS), also how to prevent common fatal injuries in infants and children.
Heart saver First Aid & CPR can be taken without CPR. It teaches rescuers to effectively recognize and treat emergencies in the critical first minutes until emergency medical service personnel arrive. For those who need First Aid training there is a complete training on health and safety training which covers principles of first aid, medical emergencies, injury emergencies, environmental emergencies including: bites, stings, heat and cold emergencies, and poison emergencies.
Heart saver Automated External Defibrillator (AED) is a basic technique device use for adult CPR. There is a course given by the National Safety Council Courses teaching how to use an AED which is ideal for those seeking certification, coaches, or fitness instructors. How to use an AED includes: a working knowledge of CPR, Safety for both victims and rescuers, proper placement of electrodes, when to deliver the first shock, and hands on practice.
Pediatric First Aid, CPR, & AED, programs address important issues when caring for children with medical conditions such as asthma, diabetes, HIV, and dealing with signs of abuse and neglect. No matter how careful parents are, children still get hurt, as well as having more serious injuries and sudden illnesses. The National Safety Council’s Pediatric First Aid, CPR, and AED programs cover the latest techniques for emergency care and offer practical safety tips for preventing injuries. It also addresses breathing and cardiac emergencies in infants and children, identifying and caring for common age-related injuries, and preventing childhood injuries. They are also recommended for child care providers, early childhood education professors or students, youth organizations, and parents, and are approved by the Office for Child Care Services.  
There are several other steps adults must take to ensure they are prepared to handle CPR and choking emergencies. Handling these crisis include: having a first aid kit at home, and in the car for outdoor activities emergencies. Adult should also include, medications, AED, contact information for the fire department, police department, family doctor, hospital, mother’s work phone number, father’s work phone number, or other guardian or person for emergency contact, and poison control.

References:

CPR and FIRST Aid: American Heart Association Courses (2012) Retrieved, March 22, 2012 from http://www.centuryhealth.org/content160.htm

CPR Procedures. (2012). Retrieved, March 22, 2012 from http://www.wavelandfiredepartment.com/TrainEquip/cpr_procedures.htm

How to Give First Aid to Choking Victims (2011). Retrieved, March 22, 2012 from www.ehow.com/how_2089861_give-first-aid-choking-victims.html

Emergency Preparedness: Natural and Human-Generated Disasters

The disaster scenario is a recenly upgraded “Tropical Strom Anna moving toward landfall and is expected to make landfall, and possibly strengthen, in 24 hours. The Governor has declared a state of emergency in response to the potential flooding due to heavy rainfall that is expected with this system” (Department of Children & Family Services, 2011). There are many dangers of a tropical storm-downed power lines, medicine, flooding, generator problems, fallen trees, unclean water and a lack of food. The destruction from the storm depends on its intensity, its size, and its location. After the tropical storm has passed, standing water can cause the spread of disease, transportation or communications infrastructure may have been destroyed and hampering clean up and rescue efforts. People, pets, homes and business are at risk.
Teachers and staff should be prepared to protect the children and structures from risk of a natural disaster (Disaster Training International [DTI], 2001). Preparation should occur in early childhood education environment because risk is everywhere and children may be more vulnerable to injury. If not prepared this disaster could cause the need to replace equipment or repair buildings. It could also cause a program to close for a certain amount of time, or it could cause injury or loss of a teacher, staff member or child’s life. There appropriate steps to develop an advance disaster plan and how to deal with it if it occurs. First, identify the hazards that are typical in your area (ARC, 2001; NCCCHSRC, 2005 b). Also make sure staff member have basic first aid and CPR training, and keep their certificates current.
The following steps to prepare for a flooding and tropical storm: stay up to date with the status of the storm possible flooding in the area, be sure to review and update evacuation and safety plans as needed, be ready if a declaration of disaster is made for your daycare center, inform parents how you will communicate if you are unable to reopen and finally be safe. If the childcare center is declared a disaster, the center will be required to complete a center Re-Opening Form. The form will not be posted until a declaration of disaster is made (Department of Children & Family Services, 2011).
To assess the potential risks after a tropical storm it is necessary to inspect the premises of the childcare facility, to identify potential hazards for the children, prepare any equipment that is damaged and could cause injury, store chemicals and other potentially harmful objects out of the reach of children and make sure all cribs and child equipment meet safety requirements, check all products for recalls.

The assess of risks of a tornado are to designate a safe location inside the facility by avoiding any large rooms that do not have extended length, choose a room on the lowest floor without exterior walls and far from glass as possible. If there are no safe places in the building, consider an alternate location such as the building next door (Tornado Safety in Child Care Centers, 2012).

Potential complications created by the danger itself is, people were not able to reach their children because the main roads were closed, water was contaminated due to broken water lines, gas and water pipes broken causing a fire or flood hazard.

There are several materials or documentation that would be helpful; keep contact information for each child’s parent, legal guardian in a safe place that you have easy access to that you can grab in a hurry and keep a list of all children’s names in the safe location. Teachers should have a portable radio with new batteries that can be taken to the safe location; other items include bottle water, flashlights, extra batteries, thick blankets to shield children from broken glass, and a first aid kit. It is important to check all items periodically to make sure they are in working conditions.

It is imperative to conduct random disaster drills for families and children in your care. Parents should be informed about alternate shelters so they are aware of the whereabouts of their children. An evacuation plan should be posted in each classroom with an alternate exit in case of an emergency. Conducting drills each month to practice the evacuation plans help to insure all routes are covered. If there are multiple routes use one route one month and another for the next. Conduct drills at different times of the day, including nap time, for maximum preparedness. Before going to the safe location, conduct a head count of all staff and children to ensure everyone is accounted for. Bring along an attendance sheet to do a check. Remind the children to stay calm during the drills or any emergency, teach them to get down on their knees, crouch forward and cover their heads during the storm. This will protect them from flying objects.

References:

Department of Children & Family Services: Prepare for Tropical Storm. (2011). Retrieved March 18, 2012 from http://www.dss.state.la.us/index.cfm?md=emaillist&tmp=viewcampaign&nowrap=1&msgid=680&uid=hHhwn=hQ

Frost, S. (2012). Safety Tips for Childcare Facilities: Assess Potential Risks. Retrieved March 18, 2012 from http://www.ehow.com/way_5154588_safety-tips-childcare-facilities.html

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

Rumble, A. (2012). Tornado Safety in Child Care Centers: Practicing and Counting. Retrieved, March 18, 2012 from http://www.ehow.com/info_7921167_tornado-safety-child-care-centers.html

Wikipedia: Effect of Tropical Storms. Retrieved, March 18, 2012 from http://en.wikipedia.org/wiki/Effects_of_tropical_cyclones