Physical Fitness

Physical Fitness for Children

As our population has grown, children are losing opportunities to play outside and socialize with neighbors. Technology has changed society by children spending more time indoors being sedentary instead of outside being active. The child obesity rate has increase severally since the 1980’s (CDC, 2012). Children need to receive 60 minutes of physical activity several times a day with no more than 60 minutes of sedentary activity a day (NASPE, 2006). Physical activity helps children develop gross and fine motor skills. Children of preschool age are active and enjoy games that promote physical development. I will be presenting information about childhood obesity. Giving ideas of how adults can encourage children to be active, and explain how it affects a child’s gross and fine motor skills. I will give a quote that I believe says what I believe about obesity.

 General lack of physical activity and Obesity including factors that contribute to obesity:

·         “Childhood obesity can have a harmful effect on the body in a variety of ways” (CDC, 2012, p.1):

o   High blood pressure and high cholesterol

o   Increased risk for type 2 diabetes

o   Asthma

o   Joint problems

o   Liver Disease, gallstones and heartburn

o   Social and psychological problems

o   Obesity as an adult

·         Type of nutrition can affect childhood obesity.

·          Low income families may not have access to parks and yards with grass for children to play at, which can lead to no physical activities and obesity.

·         The safety of our children is another factor to less physical activity in children. We can no longer send children outside to play without adult supervisor in some areas. This is why adults rely on schools for children to receive physical activity.

·         Television, computers and gaming systems have created a sedentary life style.

How to encourage physical activities and how development is effected:

·         Adult’s type of physical activity can help encourage a child to be active or can lead to a non-active child. The old saying practice what you preach, is relevant in this situation, if an adult is physical active then the children will be as well. If an adult has a sedentary life style then a child will most likely lead a sedentary life style.

·         Adults need to be advocates for fitness(PBS Parents,2012):

o   Take a walk with your child, walk the dog together before school, ride bikes, take a yoga class together with your child;

o   Dancing, hide-go-seek, duck- duck goose, or make cleaning up a game are games that can be played inside.

·         Make a schedule for physical activity.

·         Running, walking, jumping, and hopping are part of the gross motor skill development.

·         Fine motor skills are developed from throwing, catching, hitting a ball with a bat and kicking a ball.

·         The activities listed above can help a child in their social/emotional development by building confidence and making them interested in new experiences.

·         Cognitively physical activity can help a child learn colors, how to follow directions and problem solving. Physical activities can encourage learning by making it fun and exciting.

In conclusion obesity is on the rise for our children, so with physical activity along with proper nutrition this rate can be slowed down. Physical activity for toddlers is a must to develop physically, cognitively, and socially/emotionally. Adults need to take charge and be the advocate for physically activity for children. Be creative and enjoy doing physical activities with children. There is activities to do inside and outside with a child. Limit the exposure to television, computers and gaming systems, and get your children up and moving.

Reference

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

 obesity. Retrieved on October 2, 2012 from http://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. Retrieved on October 2,

 2012 Retrieved from http://www.naeyc.org/files/yc/file/200605/NASPEGuidelinesBTJ.pdf

PBS Parents (2012) Motivating kids to get fit, Retrieved on October 2, 2012 from

 http://www.pbs.org/parents/food-and-fitness/sport-and-fitness/motivating-kids-to-get-fit/

 

 

Healthy Food and Nutrition for Children

Healthy Food and Nutrition for Children

The well-being of a child depends on the types of nutrients that are taken into the body, as well as the child’s eating habits. Once young children start to eat solid foods it is the responsibility of the adults they are around to provide nutritious food. “Adults are responsible for controlling what food comes into the house and how it is presented to children” (Robertson, 2012, p.305). It is not always easy to get a child to eat what we give them, but as a parent or educator you cannot give up. I will be explaining why children need good nutrition, good eating habits, and why adults need to reinforce good eating habits. I will provide some nutritious recipes for adults to make with children.

                “Adequate nutrition during childhood is necessary to maintain overall health and provide growth” (Robertson, 2012, p.213). The USDA developed the food pyramid in 1992 as a tool to help parents and educators provide healthy food to children. On the pyramid it showed how much fruits, vegetables, oils, dairy, and meat/beans one should consume for proper nutrition. In 2011 the USDA replaced the food pyramid with my plate, which is being widely used in education settings. Children receive the nutrients to help them grow and develop from the foods they consume. Children need the right amounts of nutrients daily to ensure that they reach each developmental stage when they should. There are two types of nutrients that children obtain from food macronutrients and micronutrients. Macronutrients are carbohydrates, fats and protein, which provide a child with energy. “Energy is needed to maintain life, for growth, to regulate the body, and to perform voluntary activities” (Robertson, 2012, p.229). Micronutrients are vitamins, minerals and water. Micronutrients “must be present in sufficient quantities for macronutrients to perform properly” (Robertson, 2012, p.232). A child’s bones, teeth, hair, muscles, blood, immune system, brain, skin, nervous system, eyes, digestion and internal organs rely on macronutrients and micronutrients to perform properly.

                A child with good eating habits can consume the right amount of nutrients for their bodies to grow and develop properly. If a child’s body is functioning well than the child is happy and well. If an infant does not receive food they cry and are upset; once they are full you have a happy infant. Toddlers and preschool age children need the correct nutrients to insure that they grow well in each development stage. Toddlers and preschool age children will often be cranky and unhappy if they do not receive the proper healthy diet. School aged children need proper nutrition to help them learn in school and develop physically, because their bodies are changing from children to adolescence to adults. If a parent or adult establishes healthy eating habits at a young age then it easy to reinforce it as the child grows. A routine schedule can help establish health eating habits, using meal times as family time and making it enjoyable. Meals should be a relaxed atmosphere and a positive atmosphere. This helps create an environment that children are not afraid to enter. Toddlers are learning independence and if one provides a fun food environment then healthy eating is easier. Talking with children about what is in food, and what is good for your body helps a young child make good decisions. If a child grows up with healthy eating habits it can transfer into adulthood.

                The younger a parent or adult involves a child in preparing their own food the better food choice a child can make. Once a child reaches preschool age they can start helping to prepare and cook their own food. This can lead to opening doors for the understanding of what is good for a child’s body. When allowing a child to help prepare and cook an adult or parent must not worry about the mess, because children are learning. Toddlers and preschool age children love to be helpful, and when they are involved in cooking their food it helps build self-esteem. When cooking with younger children use plastic bowls and wooden spoons for stirring. Have a stool that they can use to get up to the counter to help you stir the food. Depending on a child’s fine motor skills allow them to crack the eggs. After you measure out the ingredients have them help pour the ingredients into the bowl. Be creative when letting them help at a younger age, because as they get older they might continue to be helpful in the kitchen. This can translate into healthier eating and shopping habits. Developing a foundation of fun in the kitchen can help an adult establish good healthy eating habits. Below are some recipes to try with your child.

               

 

Peach-Oat Muffins (Myreceipes.com)

                Ingredients

                ¼ cup chopped pecans                                  1 teaspoon baking soda

                1 ¾ cups uncooked regular oats                 ½ teaspoon salt

                1 cup sugar                                                         1 cup peach nectar

                ½ cup canola oil                                                 1 cup nonfat buttermilk

                2 large eggs                                                        5 cups wheat bran cereal

                1 ¼ cups all-purpose flour                            1/3 cup chopped dried peaches

                Preparation:

1.       Heat pecans in a small nonstick skillet over medium-low heat, stirring often, 2 to 4 minutes or until toasted

2.       Process oats in food processor or blender, about 45 seconds or until finely ground

3.       Beat sugar and oil at medium speed with an electric mixer 1 minute. Add eggs, 1 at a time until blended after each addition (Mixture will be yellow)

4.       Combine ground oats, flour, baking soda, and salt in a small bowl. Stir together peach nectar and butter milk in a small bowl. Add oat mixture to sugar mixture alternately with peach mixture, beginning and ending with oat mixture. Stir until blended after each addition. Gently stir in bran flakes, dried peaches, and toasted pecans. Spoon batter evenly into lightly greased muffin cups, filling three-fourths full.

5.       Bake at 375 for 20 minutes or until golden brown.

Nutritional Information

Amount per serving

Calories: 176                                                       Calories from fat: 0.0%                                                 

Fat: 6.6g                                                               Saturated fat: 0.6g                                          

Monounsaturated fat: 3.6g                         Polyunsaturated fat: 1.8g

Protein: 3.5g                                                      Carbohydrate: 27.5g

Fiber: 2.5g                                                           Cholesterol: 18mg

Iron: 3mg                                                             Sodium: 180mg

Calcium: 21mg

 

Oats and Buttermilk Snack Cake (Myreceipes.com)

Ingredients

1 1/2 cups buttermilk                             1/2 cup steel-cut oats

1/2 cup oat flour                                       1 cup all-purpose flour

1 teaspoon baking powder                  1/2 teaspoon baking soda

1/2 teaspoon salt                                     2/3 cup packed brown sugar

1/4 cup butter, softened                      1 1/2 teaspoons vanilla extract

1 large egg                                                  Cooking spray

1 tablespoon powdered sugar (optional)

Preparation

1.       Combine buttermilk and oats; cover and refrigerate 8 hours.

2.       Preheat oven to 375°.

3.       Lightly spoon flours into a dry measuring cup; level with a knife. Combine flours, baking powder, baking soda, and salt, stirring with a whisk.

4.       Place sugar and butter in a large bowl; beat with a mixer at medium speed until light and fluffy. Add vanilla and egg; beat until well blended. Stir in oat mixture; beat until well blended. Add flour mixture, beating just until moist.

5.       Spoon batter into a 13 x 9-inch baking pan coated with cooking spray. Bake at 375° for 30 minutes or until a wooden pick inserted in center comes out clean. Cool 10 minutes in pan on a wire rack. Cut into squares. Garnish with powdered sugar, if desired.

Top of Form

Nutritional Information

Amount per serving

Calories: 176                                   Calories from fat: 27%

Fat: 5.2g                                            Saturated fat: 2.8g

Monounsaturated fat: 1.5g      Polyunsaturated fat: 0.4g

Protein: 4.1g                                   Carbohydrate: 28.9g

Fiber: 1.4g                                        Cholesterol: 29mg

Iron: 1.3mg                                      Sodium: 266mg

Calcium: 69mg

 

Peanut Butter-Banana Spirals (Myreciepes.com)

Ingredients

1/2 cup reduced-fat peanut butter 1/3 cup vanilla low-fat yogurt

1 tablespoon orange juice                    2 ripe bananas, sliced

4 (8-inch) fat-free flour tortillas         2 tablespoons honey-crunch wheat germ            

1/4 teaspoon ground cinnamon

 

 

Preparation

1.       Combine peanut butter and yogurt, stirring until smooth. Drizzle juice over bananas; toss gently to coat.

2.       Spread about 3 tablespoons peanut butter mixture over each tortilla, leaving a 1/2-inch border. Arrange about 1/3 cup banana slices in a single layer over peanut butter mixture. Combine wheat germ and cinnamon; sprinkle evenly over banana slices. Roll up. Slice each roll into 6 pieces.Top of Form

Nutritional Information

Amount per serving

Calories: 245                                                       Calories from fat: 28%

Fat: 7.7g                                                                               Saturated fat: 1.5g

Monounsaturated fat: 3.8g                                         Polyunsaturated fat: 2.4g

Protein: 9.1g                                                      Carbohydrate: 31.3g

Fiber: 3.9g                                                                           Cholesterol: 1mg

Iron: 0.8mg                                                                         Sodium: 275mg

Calcium: 37mg

The Peach-Oat Muffins are a great breakfast food for children. It covers my plate nutrients, thus you can rest assure your child has the correct nutrient in the meal.  The Oats and Buttermilk Snack Cake is a good snack and dessert for a child, without an extreme amount of calories and sugars. The Peanut Butter-Banana Spirals is a little higher in calories, but it is filling and gives child energy to play.

                In conclusion, adults are responsible for teaching children about good nutrition at an early age. A child’s development depends on the nutrition they receive from the foods they intake. Creating a good foundation of healthy eating as a child can help an individual development as they grow into adulthood continuing on into the senior years.  Adults need to make meal time fun and relaxing. Allowing a child to help prepare, cook and set the table gives a child a sense of pride and responsibility towards their own healthy eating habits. Adults need to be good role models, and must stay involved in a child’s nutrition to help them learn and grow, so as adults they hopefully will make the right health decisions.

Reference

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont,

CA: Wadsworth/Cengage Learning. 

MyRecipes.com (2012) Smart kids snack, Retrieved on September, 26, 2012 from

http://www.myrecipes.com/kids/healthy-kids/healthy-snack-recipes-for-kids-10000001829209/

 

 

 

CPR and Choking Emergencies

CPR and Choking Emergencies of Children

                Working in an early childhood environment one must remain calm and composed to keep the environment a positive experience for the children. Remaining calm and level headed is a must when an emergency arises in an early childhood environment. When working with children 5 years old and under an individual must have training in CPR, and know what to do in case a child is choking. I will give a scenario of each case and the steps to follow during the emergency.  Being prepared is the key to dealing with emergencies. I will be explaining how to be prepared for these situations and why.

                Infants/toddlers put things in their mouths constantly, so when working with them an educator has to be on alert all the time. The first scenario is with a 4month old girl and a 1 ½ year old girl. The 4 month old girl is playing on the floor rolling over and chewing on appropriate toys. The 1 ½ year old girl is sitting at a table eating cheerios with her baby doll; she is sharing her cheerios with her doll.  The 1 ½ year old looks over at the infant, gets up and goes over to the infant placing a cheerio in the infants mouth. The educator looks over to see the 1 ½ year old standing over the infant saying hungry. The educator looks at the infant and hears a weak cough indicating the infant could be choking. In this second scenario the children are outside playing on a hot day. There are three boys playing tag. The one boy who is 3 years old looks a little tired. The educator goes over to see if he is ok, as she approaches he falls to the ground. Upon reaching him the educator realizes he is unconscious and having a seizure. Once the seizure quite the boy was unresponsive and not breathing. This boy does not have a history of seizures or any other illness. [YOU NEED TO PUT IN ABOUT CPR].

                For scenario 1 the 4 month old is choking and needs immediate help. If the infant “is not coughing forcefully or does not have a strong cry” then follow these steps while remaining calm: (Medlineplus a, 2011, p. 1)

1.       Place infant face down on your forearm. The infant’s chest in your hand and jaw between fingers. The head needs to be lower than the body, so point head down.

2.       Using the palm of your hand “give 5 quick forceful blows” to the infants back between the shoulder blades.(Medlineplus a, 2011, p. 2)

3.       Turn infant over placing her on you thigh with head supported.

4.       Using 2 fingers find the middle of the infant’s “breastbone just below the nipples” and give 5 quick thrust down (Medlineplus a, 2011, p. 2). You only want to compress 1/3 to ½ deep on chest.

5.       Repeat with 5 back blows and then 5 chest compressions. Continue this until the object becomes dislodged or infant losses consciousness. 

6.       If infant is unconscious call 911; then call parents of child.

7.       Start CPR

8.       After 1 minute look in mouth see if you can view object if not continue CPR until help arrives. DO NOT do blind sweeps of the mouth as it can cause more damage.

If an infant is choking one should have someone call 911 while you begin first aid.

                For scenario 2 the three year old boy is having exertion heat stroke, the symptoms for this are increase in body temperature, change in consciousness, “seizures, confusion, emotional instability, irrational behavior or decreased mental acuity”(National Safe Kids Campaign, 2003, p.3). Other symptoms to look for are nausea, vomiting, diarrhea, headache, dizziness, weakness, fast breathing, dehydration or combativeness. Steps that need to be taken are:

1.       First call 911 and then call the parents of child.

2.       Follow seizure first aid by making sure that there is nothing around that the child could harm themselves.

3.       DO NOT put anything in the child’s mouth; they will not swallow their tongue.

4.       After seizure is over check it see it child is breathing. If child is not breathing start CPR.

a.       CPR for a child; if no response from the child when you gentle shake them then place child on their back.

b.      With the heel of your hand find the breastbone, which is below the nipples then start chest compressions. Keep head tilted back. “Give 30 chest compressions” only compressing 1/3 to ½ deep on chest (Medlineplus, 2011, p.2).

c.       Once the chest compressions are complete check for breathing. Look, Listen and Feel. Place ear close to the mouth of child to do this, and watch for chest to move up and down.

d.      If child is not breathing then cover mouth with yours and give 2 breaths. Make sure head is tilted and mouth is tightly over the child’s mouth. Pinch nose closed and give 2 breaths. (There are masks that should be in first aid kits).

e.      Repeat chest compressions and breathing until help arrives or child starts to breath.

These two scenarios can be scary, but if educators are prepared then they can handle it very well. To be prepared for both scenarios an educator must be trained in first aid procedures and CPR. Infants/toddlers can or will put anything in their mouths so understanding the proper procedures is very helpful. First aid training needs to be taken every year to keep personal up on changes and keep it fresh in their minds. Making sure the first aid kits do not have out dated equipment, and keep it stocked. It is best to have a child’s personal information organized and quickly accessible, as it can help in the event of an emergency.  Exertion heat stroke is rare but does happen when children are in sports and playing hard in hot weather. An educator needs to be aware of what and how much a child is drinking, as well as limiting exposure. “Children replace less of their fluid losses when drinking water,” thus when in high activity sports drinks help replenish a child’s fluid loss (National Athletic Trainers’ Association, 2003, p.4).

In conclusion, first aid training and CPR training is a must educators of children 5 and under. Preparing personal in procedures of a choking infant and CPR of children needs to be done every year. Helping staff stay calm in emergencies will help resolve the emergency in a swift manner. Having emergency action plans helps staff and parents understand what happens in the event of an emergency.

Reference

Medline Plus (2011), Choking-infant under 1 year, Retrieved on September 19, 2012 from http://www.nlm.nih.gov/medlineplus/ency/article/000048.htm

Medline Plus (2011) CPR-children (1 to 8 years old), Retrieved on September 19, 2012 from http://www.nlm.nih.gov/medlineplus/ency/article/000012.htm

National Athletic Trainer’s Association (2003), Parents’ and Coaches’ guide to dehydration and other heat illness in children, Retrieved on September 19, 2012 from http://www.nata.org/sites/default/files/Heat-Illness-Parent-Coach-Guide.pdf

 

 

Emergency Preparedness

Emergency Preparedness: Natural and Human-Generated Disasters

“Disasters come in many forms and may be natural or manmade” (Robertson, 2012, p.201). This is why being prepared with an emergency plan is essential when it comes to a childcare environment. Two types of disasters that can occur are wildfires and flooding. I will be describing two scenarios, one involving a wildfire and one involving a type of a flood. I will be explaining why a childcare environment needs to be prepared, what the steps of being prepared are and what can happen if you are not prepared.

Living in mountainous areas there is always a potential for a wildfire to go sweeping through towns. Wildfires can shift paths fast, and they burn extremely hot. Wildfires create their own weather, as they build in strength and in acreage. The first scenario is the mountains of the Rockies in a small town that has two wildfires burning near the town. The town is on alert but officials do not believe it will come near the town, so no evacuations have been ordered. The fires have been burning for a week with no success of containment. On the eighth night the wind shifts and the fire goes into a canyon about 200 miles from the town; officials believe that it will stay in the canyon, and not head for the town. Noon on that same day the fire jumps the ridge and heads for the town. Fire crews immediately head for the town to evacuate. Sheriff Deputies knock on the door of the childcare environment, and request immediate evacuation.  This can be one type of disaster that can happen when living and operating a childcare environment in mountainous area. Flooding can cause as much damage as a wildfire can.

Flooding can occur from large bodies of water down to small fast flowing bodies of water. When the snow melts in the mountains, depending on the snow pack level it can cause bodies of water to flow over the banks. The second scenario is when the dam above a small mountainous town is fast flowing over the top. The town has been put on alert from officials, because the town is right in the flood zone. All water bodies below the dam have been allowed to flow to keep the town safe. The dam has been over flowing for three weeks and no change in amount of flow. One morning a worker at the dam noticed a crack in the dam and alerted his boss. The water was increasing on the over flow and concern was warranted. The dam broke at 4:00 p.m. that same day; there was an hour before the water reaches the town at best guess. Evacuations were already underway in the town, but now it was critical.

Both of these scenarios are extreme types of disasters, yet are highly likely of happening. They can destroy an entire town and all the residents will be without homes and belongings.  An emergency evacuation plan can help a childcare provider keep the children safe and calm. “Arming people with knowledge can prevent panic in emergency situations” (Robertson, 2012, p.202). All important documents can be destroyed pictures, books, clothes, toys, and anything of value to families. Being prepared can help families and children be reunited when separated, and helps parents know their children are safe if something does happen.  There are certain steps to be taken when preparing for a disaster. “Teachers should provide written information to parents that details evacuation procedures, safe place to meet, and how the early childhood education environment will respond to emergencies” (Robertson, 2012, p.202). It can be a good idea to run drills with parents and children to ensure when the real thing happens everyone understands what is going to happen. The fire department can also come in and explain to children the dangers of fire. Preparation can go a long way in helping families and children be able to recover after a disaster. Emergency personal are recommending that an individual keeps a ready 72 hour emergency preparedness kit on hand. An emergency kit for a educator would include information on each child, snacks for the children, water, and something to keep the children busy until parents arrive at the meeting place.

Without an emergency plan children can become stressed; the educator may not remain calm and things can be lost. If an educator is prepared then there is no chance of leaving a child or not getting out in time. These are a few complications that can happen beside the main disaster. In these types of scenarios having an adequate type of transportation to carry all children and adults is a must. When chaos occurs in an emergency situation there is a chance for children or adults to get hurt or become confused and not knows what to do. These are reasons why an early childhood environment needs to be prepared and educate the families, staff, and children. In order to keep the children safe during these scenarios one would monitor the news and talk to the authorities to understand when is the right time to evacuate.  After the disaster has occurred an educator needs to be prepared to help the children work through their feelings about the disaster, which can start before the disaster ever happens.

In conclusion, if a wildfire or a dam breaks near or at a childhood environment it should have an emergency plan to handle the situation. In these situations an educator may not have a lot of time to prepare the children to leave, thus, drills can help an evacuation run as smooth as possible.  By informing families and children of the evacuation plan parents and children know they will be reunited at a safe place. The educator can stay calm and keep order during the evacuation. The safety and security of the children needs to be top priority, so that is why an emergency plan is the key.

Reference

Robertson, C. (2013). Safety, nutrition, and health in early education (5th ed.). Belmont,

CA:Wadsworth/Cengage Learning.