Section 5:Physical Fitness

Introductory paragraph.

Physical activity is an essential component for wellness and an important element of the total diet approach to health” (Robertson, 2016, p. 258). Now children are increasingly less active in physical activities. The lack of physical activities leads to childhood diseases, overweight and obesity. Adults can help children embrace a healthy lifestyle by engaging in physical activities.

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.

When a child is not physically active it increases their health risk in many ways of getting high blood pressure, low energy, heart disease, strokes, Diabetes, and osteoporosis. Without regular exercise a child's metabolism may start to slow down. They may become overweight which may cause problems of self-image and feelings of depression. A heart that does not get regular exercise can begin to harden and not achieve its main goal. The blood flow can become poor and resolve a stroke.

Poor physical and mental health issues could have an impact on the child's well-being and self-esteem which may prevent maximum growth potential and development of the child (Robertson, 2016). Children how suffer from self-esteem may have issues with receiving negative comment that are harmful for them.

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.

The early years are critical not only to the development of motor skills but also

for the development of a disposition for regular physical activity throughout

life (Goodway & Branta 2003). Aerobic activity is a great way to get children active and it should be done at least 60 minutes a day. Activities such as playing kick ball, running or catch ball are valuable to fine and motor skills. Bone strengthening activities, such as jumping rope or running, at least 3 days per week can be part of your child's physical activity (CDC, 2015 ).

Setting up activity centers in the classroom will allow Children to use gross and local motor skills. One fun activity can be making a People alphabet. Children try to make their body into shape of different letters by either standing or lying on the floor (NAEYC,2006). Another is making them bails which promotes endurance and muscular strength. Examples they can do with homemade dumbbells is taking stand with the dumbbells in their hand and push the shoulders up to the sky 5 to 10 times which is called a shoulder press. Four arm extensions they will stand with their legs and showed her where the parts are holding the dumbbells in each hand the rest one hand over their name. While lifting the other dumbbell behind their legs the repeat each side one by one.

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.

As a professional teacher, I will always remember that I am a role model to children. “Embrace a healthier lifestyle for yourself, so you will be a positive role model for your students (Robertson, 2016). I can help them foster a healthy growth the physical activity. As educators, we must realize that physical activity patterns developed in childhood tend to last throughout adulthood (Janz, Dawson, & Mahoney, 2000). By spending time with them each day showing them examples of physical activates for their own wellbeing.

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. Be sure to cite your sources.

A positive impact on being physical healthy include social and psychological development. It also promotes movement and development for fine / gross motor skills. When children are successful in physical activities as childhood they are more likely to participate in physical activities throughout adulthood. The Center for disease control reported a positive correction between children that participate in high levels of physical activity has improved academic achievement decrease risk of heart disease and diabetes, improved weight control and had less psychological disorders (CDC, 2015). A reduction in suicide has also been reduced by both young boys and girl who engage in physical activities.

Reference:

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

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

Goodway & Branta 2003; Payne & Isaacs 2005

https://www.cdc.gov/obesity/childhood/index.html

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.

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

Centers for Disease Control and Prevention. (2008, November).

Childhood overweight and obesity. Retrieved http://www.cdc.gov/obesity/childhood/index.html

Section 4: Healthy Food and Nutrition

•           Summarize why good nutrition and eating habits are so important to children in each age group.

Nutrition is vital part for children energy to learn, grow and be active. Proper nutrition is essential because it decreases the risk for health problems, being overweight and obese.

For infant good nutrition provides the ability to fight off any sicknesses and disease while they are still infant. Omega-3 is good for the body composure, brain and nervous system which can be found in milk, eggs, butter, avocado and coconut These are not appropriate foods for the infant. 

It is crucial for an infant’s development from birth to six months to receive proper nutrition from breast milk or formula due to their organs inability to digest solid foods. Even infants can communicate when they are hungry or full through grunting, fussing, spitting out milk/formula, or even falling asleep (Robertson, 2016). 

. Iron is needed for the motor and behavior development which we found in food such as potatoes, chicken and greens. Infants ages five to   six months need zinc, vitamin B 12  and Iodine for healthy thyroid.

During the toddler years, it is time for transition between 12 to 24 months. These young children feel secure eating familiar foods, but if encouraged to explore, they may try new foods (Robertson ,2016). This is when they learn eating table food and accepting new food, taste and texture. Therefore, during this time they're not drinking breastmilk and formula and they are Toddlers are to rely more on eating solid foods and introducing different fruits, vegetables, and nuts is key. Toddlers require 1,000 to 1,400 calories per day. They learn the different textures and tastes through table foods as well (“Nutrition Through Variety”, 2017, para 2).  Milk is important for a dollar vitamin D and calcium which helps build strong bones. Milk is also good for brain development and normal growth during this age group.

How preschoolers eat today will have an impact on their health throughout their adolescent and adult hood. As children reach the preschool stage a number of development changes have occurred that make feeding and nourishing a much easier task ( Robertson, 2016). Proper nutrition will help them grow, develop, feel good about themselves and do well academically. Healthy nutrition and eating habit reduce the risk of Children having cancer bone disease, strokes, heart disease and childhood diabetes in the future.

•           Explain why adults should actively help children develop healthy eating habits and at least two ways this can be accomplished.

Sometimes it's impossible to be probably in children to eat healthy there for starting on Friday will be the best way to do some introducing him to you too healthy foods to start off a health relationship for a lifetime. Children who eat well and enjoy good food in early childhood education environments may change their outlook on food selection as well as their nutritional status ( Robertson ,2016) Encourage children to help them eat healthy by being a role model. I don't have impact any strong willed on children because they look up to them that the children see you eating fruits and greens instead of snap unhealthy foods. Also, discussed the taste of healthy foods. In class, you can tell them to add vegetables to stews for example. With mashed potatoes are a slice an apple with peanut butter on it.

•           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.

When the families are more educated they are more willing to participate in planning and encouraging their children to try more variety and new foods ( Robertson, 2016). Get children involved in cooking in the kitchen. They can watch you measure the ingredients. When doing, this explain to them different terms teaspoon, cup and table spoons. When they get older let them start pouring or scooping the ingredients into the measuring bowls. Teach them how to level ingredients by using a metal spatula at eye level.

Nutrition value:

Fats 2.2 g

Potassium 605 mg

Carbohydrates 32 g

Fiber 4g

Sugar 23 g

Protein 6 g

Calorie 316

Rainbow Toast

Preparation 10 minutes

Serves 4 servings    

A fun fruit toast with cream cheese, honey and all the colors of the rainbow!

INGREDIENTS

2 pieces whole wheat bread toasted

1/3 cup plain cream cheese

2 teaspoons honey divided

5 large strawberries sliced

2 mandarin orange divided

1 banana sliced

12 green grapes

INSTRUCTIONS:

•           Spread the cream cheese over each piece of toast.

•           Then drizzle with 1 teaspoon honey over the toast.

•           Spread the fruit in a rainbow pattern: red, yellow, orange, blue, green, purple.

Serve and enjoy!

(All recipes, 2017)

Banana smoothie

1 bananas

2 cup of grapefruit juice

2 cups lemon sherbet

1 cup crushed ice

Ready in 10 minutes

•           Puree bananas in a blender or food processor.

•           In a gallon pitcher combine pureed bananas, grapefruit juice, lemon sherbet and crushed ice.

•           Stir and serve.

(All recipes, 2017)

Rainbow Veggie Kabobs

1. purple peppers

1. purple baby carrots 

1. purple cauliflower

1. olives

1. green bell peppers

1. broccoli florets

1. zucchini

1. cherry tomatoes

1. yellow summer squash

1. orange

•           Start by threading one or two blue and violet veggies onto the skewer pushing them part way down.

•           Next thread on green, orange, yellow, and red veggies.

Serving as desired:  With veggie dip or hummus.

(Two Healthy Kitchens, 2016)

  

Reference:

Two Healthy Kitchens, (2016)

http://twohealthykitchens.com/2016/06/09/rainbow-veggie-kabobs

Robertson, C. (2016). Safety  Nutrition and Health in Early Education, 6th Edition.

http://www.superhealthykids.com/rainbow-toast/

Section 3: CPR and Choking Emergencies

•           Create two scenarios: one in which a child is choking and another in which a child needs CPR. In each of your scenarios, include who is involved and where it is occurring (for example, a 5-year-old in a preschool setting has stopped breathing and is apparently choking on a piece of food). Then outline the proper emergency procedures for dealing with each situation (see pages 170-171 in your text).

It was in the month of February the children were celebrating a Valentine’s day party. The teacher passed out candy bags to all of children. One of the toddlers age 3 started choking on a piece of hard candy that was in her bag.

Children seem to always test their limits and are very curios. They can choke on food, fall on play equipment and drown in water when not supervise.

First thing to do when a child is choking is to assess the situation. If a child is not able to speak cry laugh this may mean that there is something blocking their anyways.  If the child is coughing or gasping for air this may mean that it is partially blocked. Since coughing is the most effective way of getting an object to dislodge continue to allow the child to cough. If coughing does not dislodge the object call 911. Then begin Get behind the child and wrap your arms around his mid section grabbing your fist with one hand and with thumbs up, just above the boy’s navel.  Thrust upward and inward into his abdomen. Continue the thrusts until the boy begins to cough and the object that had been lodged comes out.  If the child becomes unresponsive you need to start CPR. back blows and "Give 5 quick abdominal thrusts by placing the thumb side of your fist against the middle of the victim's abdomen, just above the navel” (American Red Cross ,2017). Grab your fist with the other hand. Repeat each step until the object is forced out and the child can cough or breathe.

While playing at new day kids church A child age four got her neck caught in the chain of a swing. The swing chain begin twisted around the little girl’s neck making it impossible for the little girl to get off the swing. The chain begins to chock the little girl she fell on the floor and become unconscious.

Make sure the scene is safe and clear. Tap the child and ask them are they ok? If it is an infant, you can flick the bottom of their feet to see if they respond. Lift the child’s chin up slightly to get a good airway.  Check for breathing. Listen carefully, for no more than 10 seconds, for sounds of breathing (American Red Cross, 2017). If the child is not breathing call 911 then start to administer Begin chest compressions by placing the heel of a hand, interlocked with the other hand, “on the lower half of the breastbone between the nipples” and completes thirty compressions followed by two rescue breaths. (Robertson, 2016, p 173). Give cycles of 30 chest compressions and two breaths during two minutes and repeat until the ambulance arrives or your child starts breathing again.

Do no more than 2 breathes by tilting the child’s head back and lifting their chin. Make sure you pinch their nose and put your mouth completely over their mouth and nose. Start hard and fast compression on their chest. Doing at least 100 compressions per minute.  Keep going. Continue this until you see signs of life, like breathing, or until the emergency team as came.

Next, You have shared many ideas to prevent emergencies but didn’t answer this.  “Good planning and preparation will help the emergency situation go more smoothly and help teachers to remain calm.” (Robertson, 2016, p 171).

•           summarize why planning is often the best way to respond to or prevent an emergency situation and the kinds of training (e.g., CPR or first aid training) you believe are needed in order to prevent or positively resolve such emergencies.

•           To prevent choking hazard while children are playing with toys teacher should have "Knowledge of age-appropriate toys this will help teachers select toys that are safe for the care environment. (Roberts ,2016).

•           Have the staff take a training for CPR and basic training.

•           Avoid small toys and keep them out of the reach for infant and toddlers.

•           Keep balloons away from under 7 can pose a risk for children.

•           Do not allow infant or toddlers to play with coins.

•           Teachers should be using such tools as the choking hazard checklist and the toy safety checklist, to eliminate those toys that may present risk (Robert, 2016).

•           Finally, describe any other steps adults must take to ensure they are prepared to handle these kinds of crises, including such information as first aid supplies, family emergency contact information, and so on.

Steps to take to handle a crisis:

•           First aid kits should be in easy accessible for all staff. Include

 (thermometer, rubbing alcohol, saline, insect bite ointment and bandages

•           Emergency medical telephone should be posted on the phones (family doctors, pediatrician and local hospitals).

•           All staff personnel should know procedures for first aid.

•           Post American red cross poison control on walls 800-222-1222

•           Two to three closet neighbors / parents in case all staff is unavailable for volunteer help or transportation.

Reference:

Robertson, C. 2016 Safety, Nutrition and Health in Early Education, 6th Edition.

American Red Cross 2017. http://www.redcross.org/.

American Heart Association: CPR and Emergency Cardiovascular Care

http://www.heart.org/HEARTORG/CPRAndECC/CPR_UCM_001118_SubHomePage.jsp

Section 2: Emergency Preparedness: Natural and Human-Generated Disasters

•           Describe each of the disaster scenarios you have chosen (such as a hurricane that has quickly developed in your area) and a real or hypothetical early childhood setting (such as a Head Start program housed on a university campus near the coast). What are the main dangers posed by these situations? Who is at risk?

A 4 point 2 earth quake stuck the coast of California on Tuesday at World of Love Academy. The building shook for about 10 minutes causing of structure damage. In two of the main preschool rooms, cafeteria and hall way it left a lot of debris blocking the entry way. the teachers and children were trapped in the room until authorizes came on the scene.

A tornado tore through the hills of Eastern Virgin county injuring 5 children at Helping Hands School. The storm developed ping pong sized hail balls with dangerous winds. The school was left without power and was completely destroyed according to authorities.

The teachers, directors and children are at risk from these natural disasters. They can be faces with possible injuries ranging from minor to critical.

•           Explain why you and your colleagues should be prepared. What are the consequences of not being prepared?

“Effective planning and response is achieved by coordination, cooperation and the participation of, individuals and the community at large”( Pennsylvania Emergency Management Agency, 2003) . Being prepared for natural disaster in an emergency can develop awareness and what measure to take. The teachers will know the evacuation plans to take to secure safety. Yes, it is imperative that children practice drills and know what to expect.  How would you practice tornado drills?  Where would you go and what position to you have child get into?

Role playing helps prepare children to act in unsafe or dangerous situations. It is a preventive tool that allows children to be better equipped in a real emergency. Drills for fires, earthquakes, and other types of disasters are practiced on a regular basis in many early childhood education environments.

Planning frequently drills can allow everyone to get familiar with the process. You will know how to call, what to do and where to go. Preparation will be handy if you need water, food and medication for yourself or children.

When you do not plan for emergencies it leaves liability and everyone life can be in jeopardy.  No one will be familiar with what to do causing confusion and anxiety.

•           Summarize the appropriate steps you would take to develop a plan in advance for this disaster and how you would deal with it if it occurs.

“You must keep in mind that the plan must be specific enough to give directions for immediate action, but flexible enough to allow for changes as unexpected situations develop” (Pennsylvania Emergency Management Agency , 2003) .

When developing, a disaster plan the following steps can be consider and should include:

•           Accommodation for teacher, families or children.

•           What alterative shelter is nearby I case the building becomes unsuitable.

•           Emergency information on each child should be in a place that is assessable to get contact with parents / caregivers.

•           How will the daycare receive commutation if all phone line go down.

•           What are everyone’s role in the disaster and how will they response.

•           Emergency supplies needed water, food, first aid kit, batteries, hearing aids.

•           Emergency numbers for police, posing control, fire and rescue these number should be posted in every room.

When a natural disaster occurs:

•           Remain calm, when you remain calm you will allow yourself to think through everyone fine.

•           Secure the safety for the staff and child.

•           Check for possible hazards to can cause a life threating situation.

•           Before you leave any building check to make sure that there is no debris from the building that could fall on you (The American National Red Cross, 2017).

•           If needed evacuate have everyone get out in as quick and orderly manner.

•           Use community help such as; the American Red Cross, family, friends and churches. allow them to make phone calls, comfort the children, provide transportation.

•           Stay with the child until parents or emergency help arrives. Accompany child if parents are to meet the child at the emergency care site (Robertson, C 2016).

Reference :

Robertson, C. (2016)  Safety, Nutrition and Health in Early Education, 6th Edition.

American Red Cross http://www.redcross.org/.

Day Care Facilities Emergency Planning Guide.

Pennsylvania Emergency Management Agency, 2003.

Section 1: Safety Practices and Policies

Infant / toddlers safety practices  and policies

Doing the summer, a lot of families purchase swimming pools to stay cool during the summer or for entertainment. Studies are finding a lot of children under the age of three are drowning from these pools because of lack of not being supervised or no gates. "Large water hazards in the outdoor environment such as a pond or pool must be secured and enclosed with a fence that is at least five feet tall and made of material that is not easy to climb" (Robertson, C 2016).

You could include the potential for choking on any small objects.  Encourage families to purchase choke tubes so that they are aware of the size of objects that pose a risk for choking.  The potential for choking is very high for toddlers while eating. Sometimes we want to give your children things we are eating but don’t realize these foods are so tiny. What is recommended is “Any food less than one-and-a-half inches in diameter such as hot dogs, popcorn, cheese cubes, marshmallows, grapes olives, cherry tomatoes and gum dried”

(Robertson, C 2016).

For children under 12 years, 235,300 toy-related injuries were treated in U.S. hospital emergency rooms in 2008; of those, children 5 years of age and younger were involved in 82,300 of those injuries.

The biggest things in our homes are toys the children play with. Parents should read the label or giving the child before they play with them. "Toys should be examined for hazards, by using such tools as the choking hazard checklist and the toy safety checklist (Robertson, C 2016).  " Parents can read the box to see does it contain a choking hazard and what is the age-appropriate from the maker. This will prevent and eliminate any possible risk of choking. Knowledge of age-appropriate toys in the home can create a safely and fun environment.

Every day cleaning supplies can become a possible hazard for toddlers. They can go up under the cabinets and drink cleaning supplies thinking they are just a beverage. Cleaning supplies should be stored over the counter in a locked cabinet always. The safety latches can be purchased at any hardware or convenience store. Clean supplies can be stored in a very high cabinet where a child cannot real them. Also, parents can purchase cleaning supplies that have a safety latch on them. These bottles have a twist notch on them to where the child turns them they cannot open them.

Bathroom toilets can be a This also includes any type of container that can retain water.  Families need to be cognizant about not leaving containers outside that can hold rain water or run off.  potential for drowning in the home. A lot of toddlers like to play in the toilet because the sense of water sensor. While playing in the toilet a child can slip and fall and causing their face to be immersed in the water and drowning. Parents should watch the child in bathroom during bathroom and toileting. While not in use locks can secure toilets.

Reference :

Robertson, C. (2016). Safety, Nutrition and Health in Early Education, 6th Edition.